Maryville, Tennessee
Maryville College BULLETIN
1973 I 74
IN BRIEF
Co-educationol college of liberal arts.
Founded in 1B19: related to the United Presbyterian Church.
Granting the degrees of Bachelor of Arts and Bachelor of Music.
Welcomes applicants without regard to race, color, or religious belief.
Accredited by the Southern Association of Colleges and Schools.
Enrollment of approximately 700 from 34 states and 11 foreign countries.
375-acre campus includes 20 buildings on the central campus with athletic fields and woodlands with picnic area and naturally formed amphitheatre.
1973-1974 Catalog Issue
of the
MARYVILLE COLLEGE BULLETIN
Maryville, Tennessee 37801
Telephone 615/982-6412
Volume LXXII May, 1973 Number 1
Published in May, June, September, November,
January, March and April at Maryville College.
Entered at Maryville, Tennessee, as second-class matter.
The College reserves the right to make necessary changes without further noti
1973 I 74
Maryville College BULLETIN
Maryville, Tennessee
catalogs
catalogs
catalogs
and catalogs
You have read fifty already, haven't you? Or did you read them? Would it be more correct to say that you have picked up fifty or even a hundred, flipped through them, looked at the pictures and the sections describing the social or academic life [depending upon your set of mind) and promptly looked for another catalog, and another one, and another one . . . ?
This catalog is the other one. It is written for you. It is written to be read. It contains some important thoughts about the meaning of college, as well as necessary facts about Maryville College— how to apply, how much it will cost, courses you may take and who will teach them.
We are in the business of providing quality education, but we are also in the business of caring about you as a person. We believe education is more than mental gymnastics. You will have the freedom at Maryville College to form ideas and test them as you search for purpose and meaning in your life.
Ideas exist creatively only as they relate to persons and values. Maryville College is a community with many different life styles. We will encourage you to develop your own value system within the framework of Maryville's community standards.
You will find a climate which permits you to grow and change, to talk about life as it really is, and to continue your search for your own identity. We do not claim to have all the answers. We challenge you to ask the right questions.
Maryville College Is for Learning
Most of your studies at Maryville will be carried on in small groups in which students and teachers work together to find out what it means to be human. Maryville's primary aim is to create an atmosphere in which learning can and will take place as persons discover their needs and decide to meet them. This process requires continuous reevaluation of what education is all about and how Maryville can adapt its curriculum and program to permit education to happen.
Maryville College has been in the business of higher education for a long time — 154 years to be exact. It owes much to the past, but it is not bound to it. Neither is it isolated nor insulated from the ills of contemporary society. It is a twentieth century institution very much aware of the world with its opportunities and its problems. With a student body under 1000 and a concerned faculty Maryville offers you a personalized experience in an increasingly depersonalized world.
In the Maryville community, you will find persons with many different religious backgrounds, attitudes and experiences but also many persons who hold a strong commitment to the Christian faith.
It's Up to You
The choice of a college is yours — one of the most important choices you will ever make. You have over two thousand colleges and universities of all shapes and sizes from which to choose one. You will be related to this choice for the rest of your life as a student and an alumnus. You will want to make a wise choice.
Maryville College strives for an ideal in the "whole personality" approach to education. We have not "arrived" yet, but we're on the way. In the pages of this catalog we make an honest attempt to tell you what we are about. We want you to understand the purposes and programs of Maryville College. After you have read about us, we hope you will visit the campus and give us the opportunity to show you in person what we have tried to tell you in words and pictures. We would like for you to join us in the pursuit of this ideal and make Maryville College your college.
YOUR
LIFE
AT
MARYVILLE
A part of what Maryville College will mean to you is wrapped up in what you bring to it — personality, ideals, curiosity, and your view of man.
Maryville is keenly concerned for you as an individual and offers many opportunities for you to interact with other students and faculty. A continuous mission for both students and faculty is improvement of campus community life and spirit. The community will accept your individuality and provide an opportunity for you to accept others with different backgrounds and ideals. The way is open for you to contribute according to your time, interests, and special abilities, and in turn to benefit from what others have to contribute. You can know the sense of fellowship that comes with opportunities for corporate worship, common intellectual and cultural experiences, and creative and re-creative leisure activities. You can contribute to the common good of the community through a democratic organization and process which can be educational in terms of citizenship and beneficial in terms of personal growth.
The College has developed a program of small-group living in which a junior or senior counselor lives with eight freshman. The counselors, whose responsibilities supplement those of the head resident, receive special training and are available to help you as a new student form good study habits and use your new college freedom wisely.
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Community Government
At Maryville College you will have an opportunity to help establish, maintain and amend guidelines for community living. Because genuine community life depends upon the responsible participation of all its members, we want you to be involved in decision-making processes to the extent that your time, training and experience will permit.
An 18-member All-College Council, made up of six students, six faculty members and six administrative officers and staff, acts upon matters relating to the life of the entire community— academic, religious, social, cultural and recreational. Smaller committees (which are open to freshmen] involve nearly all phases of college life and make it possible for all interested students, faculty and administrators to participate in governing the College.
Without apology Maryville College has set as a goal the ideal of community living. We seek those who have the faith and courage and patience to work toward translating this ideal into reality. As a
prospective member of the community you will be asked to consider seriouly the announced purposes before making a commitment. We do not have a long list of "do's and don'ts," but as in any community, the Mary ville community has established certain guidelines for itself and its members and expects you, as a member, to structure your life within the context of these guidelines. The privilege of continuing as a member of the community is dependent upon your choices in these matters.
Religious Life
Religion is very personal. The expression of religion is both per- sonal and social. Maryville College functions on the assumption that religion and its expression are bound up in the totality of one's life. There should be no division between sacred and secular. Maryville operates on the premise that it is possible to be open to knowledge and do the truth simultaneously. An education that truly liberates involves full and free exploration.
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To this end, Maryville seeks to be the kind of community where you can coordinate and integrate your intellectual, religious, social, cultural, and physical activities. However, there are certain specific opportunities planned by the Religious Life Council (a joint student- faculty-administration group under the leadership of the College chaplain) for the express purpose of providing avenues of Christian training, dialog, and service.
Sunday vesper services provide an opportunity for you to hear fellow students, faculty members, outstanding religious leaders and music by the choir and small group ensembles. New and experimen- tal forms of worship often are used in these services. There is a spe- cial period of emphasis on the Christian faith [known as February Meetings) when the entire College community has the privilege of entering into a discussion of what it means to be Christian in today's world. Certain religious services have become a part of a rich and vital spiritual tradition: Advent Vespers, Handel's Messiah, the Feast of Lights, Good Friday Service, and the Easter Sunrise Service.
We invite you to join members of the community in these times of worship and to find other avenues of religious expression which have particular meaning for you.
The Arts at Maryville
Guest artists visit the campus throughout the year for a series of four to six Performing Artists Concerts. Maryville's own musicians and musical organizations including the choir, band, oratorio chorus, and orchestra present regularly scheduled recitals and concerts.
The Maryville College Playhouse presents at least three major dramatic productions during the year. You will have an opportunity to act, direct, and help in all phases of production in the excellently equipped theatre. The Playhouse also presents workshop produc- tions and a film series. During the summer, townspeople join with the College community for a summer theatre program.
A different art exhibit is presented each month in the Fine Arts Center Gallery, offering a variety of work including that of students, faculty, local and visiting artists.
In 1967 Maryville College became one of ten institutions involved
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in the Affiliate Artists program. This program places young, pro- fessional artists in colleges over the nation as a creative link between performer and audience.
Maryville is only 15 miles from Knoxville where local and pro- fessional touring groups present lectures, ballets, concerts, plays and contemporary Broadway musicals. You will be free to take advan- tage of as many of these as your interest, time and money will permit.
Campus Activities and Organizations
Intercollegiate athletic teams play full schedules in football, bas- ketball, wrestling, track, baseball and tennis. Intramural sports for both men and women attract a large number of students who com- plete individually and as members of society, dormitory, or inde- pendent teams.
The Social Events Committee sponsors dances, movies, hikes and cookouts in the mountains, and regular evenings of informal recrea- tion for students and faculty. The tennis courts, indoor Olympic-
size swimming pool, and other facilities are available at scheduled times for any member of the College community who wishes to use them.
You will have an opportunity to join small groups of students, faculty, staff, and townspeople in such creative leisure activities as hiking, camping, photography, painting and sketching, folk music, drama, and crafts. The occasional common interest groups provide an avenue to extend your relationships to those outside your own everyday sphere of contact.
If you have worked on the staff of your high school newspaper or yearbook, or if you have always had the yen to do so, perhaps you will be interested in serving in some way on the staff of the weekly College newspaper, The Highland Echo, or the College yearbook, Chilhowean.
You should be able to find your place in one or more of the var- ious student organizations:
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Athletics
Women's M Club Varsity Lettermen's Club
Dramatics and Forensics
Debate Team Playhouse
Education
Student National Education Association
Honor Societies Alpha Gamma Sigma (requirements similar to those
for Phi Beta Kappa) Beta Beta Beta (biology) Gamma Nu Epsilon (physics) Pi Delta Phi (French) Pi Gamma Mu (social science) Pi Kappa Delta (forensics) Psi Sigma Mu (psychology) Sigma Delta Pi (Spanish) Tau Kappa Chi (music) Theta Alpha Phi (drama)
Music
CoUege-Community Orchestra College Concert Choir Highlander Band Oratorio Chorus
Political
Campus Republicans Young Democrats Club
Professional American Chemical Society (Maryville College
Societies affiliate chapter)
Delta Omicron (music)
Phi Mu Alpha Sinfonia (music)
Service Groups
Circle K
Cooperative Fire Crew
Social Organizations
Alpha Sigma
Chi Beta
Kappa Phi
Sigma Mu Chi (for married students)
Theta Epsilon
You will find Maryville ready to listen to you and your ideas. You will discover here an open avenue to try out some experiments in living. We invite you to come and get on with your life!
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WHAT
YOU
CAN
EXPECT
ACADEMICALLY
Maryville College has always served a broad spectrum of stu- dents both academically and geographically. Over the years, students have come from most of the states and a number of foreign countries, thereby offering a broad social and cultural mix. Maryville has at- tracted many of the nation's best students and at the same time has made it possible for average students to compete successfully in its academic program.
Each year many Maryville seniors win scholarships and fellow- ships to graduate schools. The academic program provides excellent preparation for graduate study; it also provides the basic require- ments for many vocations which can be entered immediately upon graduation.
We're Flexible . . .
But Youil Have To Study
The curriculum includes a group of courses taken by every stu- dent, referred to as the "core," which introduces every student to an essential portion of the vast store of human thought and knowledge and stimulates him to come to grips with it.
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The Instructional Program Committee (a committee of the All- College Council composed of students, faculty and staff) is charged with the major responsibility of developing an academic program which will encourage your intellectual and personal growth. This Committee continually reevaluates the curriculum, requirements for graduation, the resources which support the learning process, and special needs of particular student groups. If an academic program is to be responsive to ever-changing needs it must be under constant review. It must remain essentially stable without becoming "fixed" and be flexible without sacrificing its integrity. During your four years at Maryville you may serve on a committee which could con- firm or change academic requirements and opportunities. Our ob- jective in the academic planning is to build a total program which will translate the goals and purposes of the College into a learning experience that is sound and at the same time imaginative and excit- ing—one that will challenge both faculty and students to attain the highest level of intellectual and personal excellence.
Realizing that the "knowledge explosion" has made it impossible for you to know everything, the Maryville College faculty will help you select the essentials which seem most valuable as a foundation for your life-long pursuit of learning.
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You will take three courses during the 10-week fall term, one course in the 3-week interim, and three courses during each of the 10-week winter and spring terms. It works out in a simple formula, 10-3-10-10 by weeks or 3-1-3-3 by courses. During the 3-week in- terim, the change of both method and pace frees you from the nor- mal class schedules and enables you to explore one subject in depth or to become involved in problem-solving activities. The summer term is divided into three 3-week sessions, and you will take one course each session, with classes meeting two periods a day, five days a week.
The curriculum also offers you the opportunity to specialize in one of the following 18 major fields or to propose your own individ- ual major across departmental lines:
Art Mathematics
Biology Medical Technology
Chemistry Music
Economics Physics
Elementary Education Political Science
English Psychology
Foreign Languages Religion
Health and Physical Education Sociology
History Speech-Theatre
In selecting a major you may confer with your freshman faculty advisor. Once you have decided on an area of specialization, you will consult with a designated departmental advisor.
If you feel that your needs cannot be met by one of the 18 depart- mental majors you are free under certain conditions to develop your own program of study in consultation with appropriate faculty mem- bers in what we call an "individualized major."
A major consists of a sequence of 10 courses minimum or 12 courses maximum. Requirements for each major are found under Courses of Instruction.
The weekly Community Issues and Values program is a support- ing part of your regular course structure. Along with the entire Col- lege community you will confront crucial issues of the day in reli- gion, politics, economics, social relations, the arts, and personal liv- ing; have an opportunity to develop values to meet these issues; and then choose a course of action.
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Opportunities for Independent Study
The College seeks the flexibility that will enable you to develop your scholarly background along special interest lines or to pursue a subject in greater depth than the classroom situation provides. To this end, there are several ways available for you to do indepen- dent study.
Genera] Honors Program— Students of superior ability and excel- lent overall scholarship may carry on independent study relating to courses in which they are registered. This honors work will consist of study beyond the usual materials and requirements of the course to which it applies. It may take the form of reading, writing, or ex- perimentation, or any combination of these, as worked out with the instructor and within the honors requirement set up by the depart- ment to which the course belongs. To be eligible, the student must have a 3.0 cumulative average and have been in residence for one term and one interim. Successful completion of this work is entered on the student's record.
Independent Study in a Course— Any student with a 3.0 cumula- tive average may pursue independently, without class attendance, any course in the catalog, subject to the following requirements:
a. He has completed one term and one interim in residence at the College.
b. He has the permission of the course instructor, has the out- line of the course, and is given bibliographical help by the instructor.
c. He registers for the course, as part of his regular load, at the beginning of the term in which the course is offered.
d. He takes and passes a comprehensive examination at the end of the course, and meets any other requirements agreed upon with the instructor.
Independent Interim— A student who wishes to pursue a topic or activity not covered in the published list of interim projects is invited to submit an individual proposal, subject to approval by the Interim Committee. The proposal must include an outline of the project, a statement of objectives, methods of achieving the objec- tives, resources to be used, a plan for evaluation, and signatures of
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the sponsoring instructor and the off-campus advisor (if the project is to be off campus).
Junior-Senior Independent Study — As a graduation requirement every student registers for courses 351-352 in his major department. This is an independent study program that offers opportunity for intensive work, creativity and innovativeness in a subject of your own choosing. The work may involve a reading program, an inves- tigative project, laboratory or field research, creative activity such as writing, play production, or some original contribution as in art or music. You will be encouraged to work on your own initiative with the added benefit of personal faculty guidance and supervision.
Individual Study Course — Any student of junior or senior class standing may substitute for one of his major courses an individual study course numbered 350 in each department if the following conditions are met:
a. He secures approval from the chairman of his major depart- ment for a mutually agreed upon program of reading or ex- perimental study.
b. An instructor is available whose schedule and load will permit regular conferences to give guidance and assess progress in the individualized study.
c. He pays an additional fee of $25 to cover the difference in cost between individual and class instruction.
Environmental Education Center
Maryville College is a pioneer in both resident and day-use programs of environmental education. In cooperation with the National Park Service, Maryville College operates an Environmen- tal Education Center in the Great Smoky Mountains National Park. It is used by more than 4,000 secondary and elementary children and their teachers each year; but a primary goal of the Center is to afford Maryville College students the opportunity to develop eco- logical competence and environmental awareness as they prepare themselves academically.
Off-Campus Experiences
Other opportunities for independent work are available off campus to supplement and enrich the on-campus experience. An increasing number of students are taking advantage of opportunities to study abroad during the junior year. The College cooperates in the planning of these programs and in arranging credit. Those who are interested should talk with the Dean of the College early in the sophomore year.
Many interim projects involve off-campus experience. Groups have traveled and studied in England, Greece, Mexico, Spain, and the Holy Land. The 1972 interim projects included field trips into the Great Smoky Mountains to collect folklore, visits to archeological ex- plorations in Georgia and South Carolina, a camping trip to Arizona to study desert biology, and a travel-study project in England, Germany and Russia.
Maryville belongs to the Mid-Applachia College Council, Inc. (MACCI), a group of 12 regionally affiliated liberal arts colleges. Because of this relationship, Maryville College students may participate in field biology work at a teaching and research center on Norris Lake and in honors seminars in biology, chemistry, and physics at Oak Ridge Associated Universities. As part of these experiences you will have the added benefit of meeting, living and working with students from other colleges.
Another off-campus offering is the Washington Semester, taken through The American University in Washinton, D.C. Students participating in this program spend time in the nation's capital for a study of American national government.
Maryville recognizes the basic need for expression of individuality, and through these programs it offers opportunities for experimentation and expansion, thus providing a jumping-off place for further self-discovery.
Pre-Professional Preparation
A liberal arts emphasis with concentration in one area is the best undergraduate preparation for a professional career. Graduate and professional schools do not usually require specific undergraduate majors, though they sometimes stipulate prerequisites. Consulting the catalogs of these schools will help you in planning your under- graduate curriculum. In consultation with your faculty advisor, you can work out a program suitable to your interests. The following general guidelines may be helpful:
Engineering — A mathematics or physics major will provide a good base.
Pm-Law — Admission to law school is usually determined by the total undergraduate record and the results of one's score on the national legal aptitude test. It is important that the prospective law school candidate acquire skill in written and oral English, the ability to think clearly and independently, and an understanding of social, economic, and political institutions. Economics, English, history, and political science are among the majors recommended.
Library Science— The choice of the major field can be determined by your interests. You should be aware of new opportunities in specialized library work in such areas as law, medicine, music, and the sciences.
Medicine and Related Professions— Mary ville College has an excellent record in the preparation of students for medical schools. Students planning to study medicine, dentistry, pharmacy, nursing, or veterinary medicine usually follow a pre-medical curriculum majoring either in biology or chemistry. Those who plan to enter medical
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technolo.qy will find the program outlined under Courses of Instruction.
Church-llehiind Vocations — If you plan to attend a theological seminary in preparation for the minsitry or for Christian education, you may follow any one of several fields of concentration. Favored majors are English, history, psychology, religion, and sociology, with elective work in philosophy. The preministerial student is advised to fulfill the core language requirement with French or German and take Greek as a second language.
Social Work and Pablic WeJ/are— Students planning to enter the field of social work, public welfare or public administration will find that the courses in economics, history, political science, and sociology provide a good foundation. Interim projects and independent study programs can be adapted in ways that will contribute to future careers in these professions.
Teaching — Prospective public school teachers should consult the education section under Courses of Instruction. Those interested in college teaching will find it helpful to discuss their plans with their major advisors and other members of the faculty.
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Science Studies In Programs
It is clear that society faces serious and basic problems involving a strong relationship to science and technology (i.e., the familiar three p's of population, pollution, and poverty). However, it is also clear that the solution will not only involve more scientific information, but also a consideration of social, economic, political and religious values in a most fundamental way.
To respond to this challenge of problem solving, the science departments, in cooperation with other departments, have organized around four Programs.
Program In Pre-Professional Studi(;s— This Program is designed to prepare a student for the pursuit of further education in a science area at levels beyond the undergraduate. Major areas of concentration are biology, chemistry. Mathematics, physics, and psychology. Students interested in careers in research, teaching or any field of medicine should major in one of these departments.
Individualized Majors: The three Programs listed below are designed as focal points for students wishing to choose an individualized major involving interdisciplinary contact between science and other areas. The courses of study which makeup the major will be developed under the guidelines of the committee on the individualized majors (see page 27 in catalog). Students electing any other major who desire to taKe courses related to these Programs are strongly encouraged to do so.
Program In Behavior— This Program centers on the fundamental principles of animal and human behavior. Through the study of topics such as motivation, emotion, learning, and personality, an inter- disciplinary approach is taken toward the understanding of patterns of behavior in individuals, groups, and societies, whether they be of men or animals.
Program In Environmental Quality— The approach of this Program centers around two focal points: (1) the scientific techniques and knowledge fundamental to an understanding of the basic principles of ecology and (2) the sociological, economic, and political ramifications of the proper management of the limited resources of our planet.
Program In Science, Values and Society— This Program is
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concerned with the ethical, social, religious, and legal implications of the continued advancement and use of the knowledge of science and technology. Because of the rapidity of the gain of new knowledge and its power to influence the cultural patterns of man, attention is directed toward thinking about possible futures before they happen.
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BIT OF HISTORY
We want to give you a look at how Maryville has come to be, not to dwell on the past by any means, but to give you a sense of how the basic character of the College was formed, and how this growth contributes to Maryville today and tomorrow.
Maryville's interest in quality education began in 1811 when Isaac Anderson, a circuit-riding, Scotch-Irish minister, became discouraged over the poverty that he found everywhere and the lack of education to overcome it. He was determined to meet these needs in Maryville. literally a "frontier" town at that time, by recruiting potential leaders from among the Appalachian people. Anderson defied the institution, the church, even the established northern seminaries, and started a school of his own. He took the long-bearded, grudgingly independent anti-nationalists right out of these Appalachian hills and jarred the complacent East into recognizing there was something to the South and the West. It was under his leadership that the Presbyterian Synod of Tennessee established in October of 1819 the Southern and Western Theological Seminary, later to be renamed Maryville College. This effort took imaginative persons with a great belief in what they were doing, and a strong desire to free the struggling poor man by offering him opportunity for growth intellectually, spiritually, and then, hopefully, economically.
Maryville's evolution was set on its way by Dr. Anderson. He was a hard worker, a believer in high intellectual and moral standards, and he had an idea of harmony, of unity of mind and spirit that would be the
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beginning of the idea of Maryville.
The Civil War stopped the College's progress and divided its people, just as it did the land and the country. Through the efforts of Professor Thomas Jefferson Lamar, described as "acting-president, acting-faculty, and acting-janitor," Maryville was re-energized and began again its rapid growth.
On through time and six presidents, crises and creativity, Maryville was following that original commitment to the community — that promise to better, to build upon, and to offer chance for improvement of self. It was during these years that perhaps the first interest in the Maryville of tomorrow began. The original principles were a guide for the future, not a monument to the past. Curriculum changes included the introduction of independent study and comprehensive examinations, and the offering of more and specialized courses.
Dr. Ralph W. Lloyd, sixth president, began a long-range development program which has been continued and augmented under the leadership of the seventh president. Dr. Joseph J. Copeland.
Maryville Today
Now that you know a bit of our history, you are probably asking: But what about today? And you have a right to ask this. The present is what counts. The College continues to enlarge its sense of community, both on and off campus. The background and development of this process are an integral part of what Maryville is, of what you will find when you join us. Several things have made this growth possible: serious efforts of its people to live, work, and understand; extensive curriculum revision to keep pace with the demands of a fast-moving world and student body; and increasing material assets which enabled the physical facilities to expand.
The Maryville College campus of 375 acres, at an elevation of 1000 feet, is one of unusual natural beauty. The central campus, which includes 20 buildings and several athletic fields, makes up about one third of this area. The remainder includes fields and woodlands with a picnic area and a naturally formed amphitheatre.
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The main administration building, Anderson Hall, also houses the Departments of English, Philosophy and Religion, and Foreign Languages. Thaw Hall contains the Departments of History, Social Sciences and Education, and the Lamar Memorial Library. Fayerweather Hall includes the Campus Center and campus publication and organization offices.
The Fine Arts Center and Wilson Chapel, striking in contemporary design, were built in the fifties. There are three residences for men, and three for women. The new Sutton Science Center is extremely adaptable to the five sciences it houses. A modular concept of de- sign is used to provide for flexibility and efficiency.
The newest building on campus, the health and physical education complex, was completed in the fall of 1970.
Accreditation and Relationship
Maryville is associated with many national, regional, and state organizations. Prominent among these are the Southern Association of Colleges and Schools, the regional accrediting agency; the American Association of Colleges for Teacher Education; and the National Association of Schools of Music. The College has maintained also a continuing relationship with the United Presbyterian Church in the U.S.A., but you will find faculty and students with many different denominational backgrounds and beliefs in a climate where individual choice is accepted and encouraged.
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IS
THIS
THE
COLLEGE
FOR
YOU?
If you have read this far, you should know what we are about at Maryville. You should know that we seek young men and women who are ready to assume responsibility for their own lives, both in the search for knowledge and in terms of personal behavior.
If you would like to assume this responsibility in the context of our College community, we welcome your application. We seek qualified students from diverse segments of society— geographical, socio-economic, racial, and religious.
Admission to Maryville
Admission to Maryville College is based on evidence that you, as an applicant, possess the intellectual capacity and motivation, per- sonality, character, health, maturity, breadth of interests, and seri- ousness of purpose to make satisfactory progress in our living and learning community. To help us determine your qualifications, we require a formal application, an official transcript of your high school record, and scores you achieved on the Scholastic Aptitude Test (SAT) of the College Entrance Examination Board or the tests of the Ameri- can College Testing Program (ACT).
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Results on either the SAT or ACT may be provided through your high school or directly from-fne testing service. Foreign students must submit the results of the "Test of English as a Foreign Lan- guage" (TOEFL) of the Educational Testing Service.
You will be notified of action on your application when all your credentials have been received and reviewed by the Committee on Admission and Standing.
Required Secondary School Credits
1. Four years of English.
2. One year of laboratory science, such as biology, chemistry, physics, earth science.
3. Two years of algebra or one year of algebra and one of geom- etry.
4. One year of social studies or history.
5. At least five elective academic units drawn from the follow- ing: mathematics (excluding general mathematics and arith- metic), science, social studies, foreign languages, Bible and music theory.
6. Although a foreign language is not required for admission, it is strongly recommended. Entrance credit in a foreign lan- guage will not be allowed for fewer than two units in one lan- guage.
Advanced Placement
If you have taken college-level courses in high school and have made a score of 3 or above on the Advanced Placement Examina- tion of the College Entrance Examination Board, you will be eligible for placement in advanced courses and may be granted college credit.
Coliege Level Examination Pro}i,ram
Maryville College accepts up to 10 courses credits for satisfactory performance on tests administered through the College Level Exami- nation Program. For scores in the 80th percentile or above on subject matter examinations, you may receive course credit. For scores rang- ing from the 65th to the 79th percentile, you may receive waiver of course requirements. Those who wish CLEP credit should submit
10, in conaullation w
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scores to the Registrar who, in confutation with the Dean and the appropriate department chairman, will determine the amount of credit to be granted.
Campus Visits
We invite you to visit the campus. We do not require a personal interview, but it would be our pleasure to have you as guest for a weekend. Set your own date, write the Admissions Office, and we will take it from there. The Admissions Office is open daily and until noon on Saturday.
Transfer Students
We are committed to assisting students who have studied at other colleges or universities who would like to transfer to Mary- ville College. In addition to meeting entrance requirements already listed, you must submit a transcript of all college work previously attempted. The Admissions Committee will be as liberal as possible in evaluating your work successfully completed and, in general, will credit toward your degree requirements all recognized liberal arts courses in which you have achieved a C or better grade. You must satisfy requirements in the major and core areas with a minimum of ten courses taken at Maryville. We do not give credit for cor- respondence work. Your grade average and standing will be based entirely on the courses you take at Maryville.
If you have earned the Associate of Arts degree from an accred- ited junior college, you will be awarded junior standing upon accep- tance at Maryville. Twenty additional courses must be completed for the baccalaureate degree.
Veterans
Maryville College welcomes veterans who would like to begin or continue their college education and will accept for transfer credit courses of the U.S. Armed Forces Institute that are basically com- parable to its course offerings. It is also possible for verterans to receive credit through the College Level Examination Program (CLEP) under the conditions outlined above.
Special Students
Under certain circumstances an applicant who is not qualified for
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admission as a freshman may be admitted as a special student, but not classified as a candidate for a degree. Special students who wish to become candidates for a degree have two years from the time of admission to satisfy the entrance requirements in full.
How to Apply
To apply for admission to Maryville College,
1. Write to the Director of Admissions for an application. There is a form for making this request on page 108 of this catalog.
2. Complete the application forms and submit them to the Direc- tor of Admissions, Maryville College, Maryville, Tennessee 37801, along with the nonrefundable application fee of $10.
When to Apply
You may be admitted to Maryville at the beginning of any ten- week term and should submit your application well in advance.
How Much Will It Cost?
As a student you will and should have much to do with the choice of a college. Although your parents are concerned that you choose wisely, they have doubtless left the final choice up to you. Since they will likely expect to pay for most of your education, it is logical that they would ask: Can we afford the college you choose? We hope to give you both an affirmative answer.
The following fees are for 1973-74. The College reserves the right to make changes in fees for 1974-75.
P'ull-time resident students pay: OS'a'f.s^
Tuition and activities fee $1600( ^V.a^
R()(jm, board, health fee, and linen service $1025
Total $2625
Commuting students pay:
Tuition and activities fee $1600
Part-time students pay:
Per course $ 160
Other expenses, paid when applicable
I
i I
Application fee ! $ lo
Extra course , • $ leo
Graduation I $ g
Late registration fee $ lO
Remedial Reading $ 25
Student Teaching $ 30
Transcript (after first one] $ 1
Summer School Fees
Per course $ 150
Room, board, and linen service
(resident students per 3-week term) $ 90
Extra Course Fees
The normal load per term is two or three courses. Students who take only one course pay $160; those who take more than three courses pay an additional $160 per course. Individualized reading courses carry a $25 fee to cover the added cost of instruction. Be- cause of the individual instruction involved, a student who finds it necessary to repeat a term of independent study will be charged $160 for each term he repeats. Regularly enrolled students may audit courses without paying an auditing fee. Those not enrolled for credit pay $25 for auditing.
Fees for Studio Art Courses
A $10 fee for studio art classes will be collected at the time of registration. This fee covers the cost of laboratory equipment and basic materials. The student will provide supplies for his own per- sonal use.
Applied Music Fees, 1973-1974
(includes the use of practice rooms and instruments]
A. Music Majors
1. One half-hour private lesson per week $ 90
2. Two half-hour private lessons per week in the same field, or one lesson each in two fields $125
3. Class lessons in each applied field $ 90
B. Non-Music Majors
1. One half-hour private lesson per week $145
2. Two half-hour private lessons per week in the same
44
field $175
3. Class lessons in each applied field $120
C. Non-college or part-time students
1. One half-hour private lesson per week $185
2. Part-time college students' class lessons
in piano $150
3. One half-hour private lesson per week with
student teacher $100
In certain fields of applied music where instructors are not avail- able within the Department of Fine Arts, advanced college students may arrange lessons with approved master teachers in the area for slightly higher fees. In such cases the student may register for the study through the College with departmental approval and with a registration fee of $7.50 per term to Maryville College. Costs for the lessons are to be paid directly to the off-campus instructor and the student is responsible for his own transportation arrangements.
Special students wishing to have applied music study recorded in the Registrar's office may do so with departmental approval and payment of the regular college course fee.
No refund of fees will be made if art courses or music lessons are dropped after the first four weeks of the term.
Advance Fees
Students must make a $50 advance tuition deposit before May 1, and this deposit is deducted from the tuition due when enrollment is completed. If a student who has paid his tuition deposit notifies the Admissions Office before May 1 (for the first half of the year), or before December 1 (for the second half], that he wishes to cancel his reservation, the $50 will be refunded. There will be no refunds after the May 1 or December 1 deadlines. In order to pre-register, the student must have a receipt from the Treasurer's Office showing that he has paid the $50 advance tuition deposit.
Late Fees
Students who do not complete registration and financial arrange- ments within the assigned time will be assessed a fee of $10.
Terms of Payment
Resident students pay $1312.50 less tuition deposit on or before September 1 and $1312.50 on or before January 1.
Commuting students pay $800 less tuition deposit on or before September 1 and $800 on or before January 1. Statements are mailed August 1 and Thanksgiving week. Checks should be made payable to Maryville College and mailed to the Treasurer's Office.
The comprehensive tuition fee does not cover the full cost of instruction. The remainder must be obtained through endowment income and gifts. The two equal payments represent the student's contribution toward the total cost of the academic year. They are not to be regarded as payment for specific terms. Since the College must make contracts for the entire year for faculty, staff, student aid, and plant maintenance, it is necessary that a certain amount of annual income from tuition and fees be assured. Thus refunds cannot be made for absence at the beginning or end of the term or for with- drawal from college, either voluntarily or through suspension or dis- missal; and no adjustment is made for failure to enroll or return for the interim term.
Under certain circumstances, such as illness, a prorated refund of raw food costs will be made. Room and board rates do not cover vacation periods or costs of off-campus study, but adjustments will be made in board for officially authorized field trips of a week or longer during the interim term. Adjustments in payments will also be made for students who enroll later than the fall term or who meet graduation requirements before the end of the academic year.
Medical Care
The College uses every possible means to protect the lives and health of its students. The College physician is available for consul- tation in the infirmary without charge and the infirmary may be used by resident students. Confinement up to five days is paid by the student health fee. Additional days are at the student's expense. The facilities of the Blount Memorial Hospital near the campus are available in cases of serious illness and a portion of the expense for students confined there is covered by the student health insurance plan. The student must pay for any other medical attention that may be required. The College cannot assume any financial responsibility for injuries or illness.
The general fee includes a premium for group hospitalization
46
and major medical insurance which provides daily hospital benefits and surgeon's fees according to a specified schedule. Benefits apply to hospital and surgical expenses incurred during the year September 1-August 31. Further information about medical care may be ob- tained from the Office of Student Personnel.
Professional counseling is available to students through a field u^ork program of the Department of Educational Psychology of the University of Tennessee.
We Provide Student Aid
Maryville College makes every effort to aid qualified students who could not attend college without financial assistance. The Stu- dent Aid Program at Maryville is based on the conviction that the student and his family bear the primary responsibility for his col- lege expenses and that aid from the College should be considered as supplemental to the family's contribution.
In determining the amount of financial aid, the College takes in- to consideration the student's academic achievement and promise, and his financial need. This decision can be made only after the stu- dent has been accepted for admission and the analysis of his Parent's Confidential Statement has been received from the College Scholar- ship Service.
The primary sources of student aid are scholarships, grants, loans, and campus employment. In some cases a combination of these sources may be used.
Scholarships: Scholarships are available to students of superior academic ability, character and promise. The following special funds have been given to the College over a number of years and represent principal sums of $5,000 or more. The annual income from these funds is available for scholarships in amounts varying from $200 to half tuition in accordance with the criteria established by the donor:
Hyman and Bess Arnowitz Scholarship Fund Orlean B. Beeson Scholarship Fund Ernest C. Brown Scholarship Fund Class of 1912 Scholarship Fund
Mr. and Mrs. Edward S. Cowdrick Scholarship Fund
W. R. Dawson Scholarship Fund
Henry R. Duncan Scholarship Fund
Lombe Scott Honaker Scholarship Fund
George Dewey Howell Scholarship Fund
Edwin R. Hunter Scholarship Fund
John L. and Elsbeth Kind Memorial Scholarship Fund
Kittrell Memorial Scholarship Fund
Charles R. and Caroline F. Otis Scholarship Fund
Charles Morton and Octavia Wilson Merrill Scholarship Fund
Dr. James A. Padgett Trust Fund
Fred C. Peterson Scholarship Fund
Reader's Digest Foundation Scholarship Fund
Mallie White Regen Scholarship Fund
Amna Caldwell Yarbrough Scholarship Fund
Additional scholarships and a program of academic prizes and awards are also available to enrolled students.
48
Grants: A wide variety of grants is available to students who qualify for consideration. Maryville College participates in the Edu- cational Opportunity Grant program and seeks to serve deserving young people of creative and academic promise. The College offers competitive awards for music and art majors, open to both entering freshmen and upperclassmen. Another grant program seeks to rec- ognize outstanding leadership ability which has been demonstrated in high school and continued on the College campus. Additional grants are available to special categories of students.
Loans; Students who wish to pay part of their college expenses on a deferred or installment basis may apply for short-term loans through the College Rotating Loan Fund. Maryville College also participates in the National Defense Student Loan and Guaranteed Loan Programs which provide long-term loans to qualified students.
More extended plans for installment payment of educational ex- penses may be arranged with commerical agencies. Maryville Col- lege cooperates with The Tuition Plan, Inc., 575 Madison Avenue, New York, New York 10022; The College Aid Plan, Inc.. 1008 Elm Street, Manchester, New Hampshire 03101; and the Insured Tuition Plan, 6 St. James Avenue, Boston, Massachusetts 02116.
Employment; Part-time work for students is available in many areas of campus activities. Earnings depend upon the degree of skill and the amount of personal responsibility and time involved.
More detailed information regarding specific types of student aid may be obtained by writing the Director of Student Aid, Maryville College, Maryville, Tennessee 37801.
Living Arrangements
Much of your community life at Maryville will center around your life in the residence hall. As a freshman you will live in a "quad" consisting of a study room, four twin rooms for eight freshmen, and one single room for a junior or senior counselor. Two "quads" share the same floor lounge.
On the assumption that men and women function better on all levels when they are free to choose whether and when to be together, Maryville has a plan of room visitation. Each residence is responsible
49
for setting its own hours for visitation within the framework of 12:30 p.m. to 11:00 p.m. Sunday through Thursday and 12:30 p.m. fo 1:00 a.m. Friday and Saturday. Your guests of the opposite sex register when they come in, are escorted upstairs, and sign out when they leave. The idea of residence visitation is that you, the student, should have some measure of responsibility in arranging your own life within your residence structure.
A key system for women students makes it possible for women to set their own hours of return to the residence hall. Freshmen may check out keys from the residence hall office on nights they wish to use them. All upperclass women have the option of checking out keys or for a small fee for replacement insurance of having the key issued to be in their possession. Keys that have been issued are checked in at the Christmas and Spring vacations, at the close of school or at any time the woman student terminates her enrollment at the College.
Rooms in the Residence Halls
Rooms are reserved after the payment of the tuition deposit. These reservations will be held until noon of the first day of classes. Usually two students occupy one room; however, when space is available, a student may room alone by paying an additional fee.
All students who are away from home live in the residence halls and take their meals in the College dining room with exceptions granted only in unusual cases.
Information concerning the furnishings of each room, linen serv- ice, and the regulations governing the various residences can be found in the Student Handbook.
Community Standards
Maryville operates with a minimum of rules and regulations, but there are a few standards which the community considers necessary for the well-being of all its members.
• In accord with civil law, the Maryville community does not permit the transportation, sale, possession, or use of illegal drugs. The College cautions against the indiscriminate use of any stimu-
50
51
lants and depressants which might subject you to psychological or physiological hazards.
• Historically, Maryville College has discouraged the use of al- coholic beverages. No one is permitted to possess or use alcoholic beverages on campus or at official College functions off campus.
• Even though Maryville College is privately owned, endowed, and operated, it recognizes the right of its community members to criticize, protest, petition, and attempt to change by peaceful, consti- tutional and legal means any rule or regulation of the College. The All-College Council is the vehicle for this process. But the freedom to protest and petition and the freedom to teach and learn do not give license to disrupt, threaten, intimidate, or take over private property on the campus or elsewhere.
• Each member of the College community is expected to regard honesty as a personal and group obligation.
• Under most conditions sophomores, juniors and seniors are permitted to bring automobiles on campus provided they are not
52
holding scholarships or grants based upon need and are not on dis- ciplinary or academic probation.
• Firearms are not permitted on campus except by special per- mission from the Dean of Men, granted in advance.
Consider the possibilities. A great deal of challenge is here only to be discovered and followed by you, an individual in search of yourself and of patterns in your world. Maryville can be the stimula- tion for this searching process. We think you are the essential element in this search, and hope to see you involved in it with us.
.1
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Ki^i.u^.tn.'^.^ji
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55
THE
CURRICULUM
AND
HOW
IT
AFFECTS
YOU
The academic program at Maryville College is directly related to the calendar which provides its structure. On the assumption that one learns more readily and retains more of what he has learned if he concentrates on a few courses for a relatively short period of time, the present 10-3-10-10 calendar was adopted. The scheduling of vacations between terms helps to insure periods of unbroken con- centration. The 9-week summer term, made up of three 3-week ses- sions, makes possible acceleration for those who wish to complete the requirements for graduation in less than four years.
Fall Interim Winter Spring Summer
Term Term Term Term Term
3 1 .2 3 -^ 3 .^ 3
Courses Course ^ Courses g Courses ^ Courses
re cc cc
> > >
10 Weeks 3 Weeks 10 Weeks 10 Weeks 9 Weeks
56
Normally you will take three courses during each of the 10-week terms, although you may take as few as two or as many as four under special circumstances. The interim term is devoted to a single course or project. If you wish to accelerate, you may take three courses in the summer, one during each 3-week session.
The Core Curriculum
Maryville College is dedicated to the concept that liberal learning is the best foundation for a satisfying life, whatever one's profession or vocation. With this conviction in mind, the curriculum has been designed to include a "core" with a broad base in the humanities and fine arts, the natural sciences, and the social sciences. When- ever possible, interdisciplinary approaches have been incorporated into this core in order to make clearer the relationships between the various fields of learning. Emphasis is also placed on greater aware- ness of the non-western world, on social and political issues, and on the development of personal values.
For the B.A. degree the core includes the following courses and requirements:
English— English 105, to be taken during the fall term of the freshman year, and English 121-122, to be taken concurrently with History 121-122 any time during the first two years. (Note: A few freshmen who present high verbal scores may be exempted from English 105 and invited to go immediately into an advanced-level, combined English 121-122— History 121-122 course.) Those whose placement test scores indicate a need for more intensive work in com- position will enroll in English 104, then advance to the English 105, 121-122 sequence.
Fine Arts — Interdisciplinary course 201, to be taken any time during the first three years.
Foreign Language — Demonstration of intermediate-level profi- ciency in one foreign language, by examination or by completing course 202 in that language. Alternatively, with the consent of the major advisor, the requirement may be met by completing courses 101-102 in two languages.
Haahh and Physical Education — Six terms of activity, normally taken during the first two years.
57
History — History 121-122. to be taken concurrently with En.^lish 121-122 any time during the first two years.
Natural Science — Interdisciplinary course 101, to be taken any time during the first two years, and either interdisciplinary course 102 or two laboratory courses in separate fields, to be taken any time prior to graduation.
(Students who are sure of a science oriented major, or who may just think maybe they would try for a major in the sciences, should register for Science 101, English 105, and Math 101 or 102 fall term; English 121 and 122, History 121 and 122 for the winter and spring terms. The other courses for winter and spring terms will depend upon progress in mathematics. Foreign language for science majors is usually taken in the third year. If in doubt consult with anyone in the Sciences. Science majors do not take Science 102.)
Non-Western Studies — Interdisciplinary course 301, to be taken any time during the third or fourth year.
Philosophy and Religion — Philosophy 101, to be taken any time during the first two years, and one course in religion chosen from the following list, to be taken any time prior to graduation: Religion 201, 205, 221, 224, 321.
Social Science— One of the following courses, to be taken any time prior to graduation: Economics 201, Political Science 201, So- ciology 201.
Interim Projects — The completion of one interim project for each year a student is enrolled at Maryville, including a senior interim in the major discipline. Since no make-up interims are given during other terms, the student must fulfill the requirement during the interim term. One who completes a project but receives a grade of U will be allowed, upon consultation with the Dean and Registrar, to substitute a regular course for one interim. One who withdraws without making an effort to complete the project will have to wait until the next interim term to make up the work.
If you can submit evidence that you have had a strong high school preparation in the material covered by any of the core courses, you may, upon consultation with and consent of the chairman of the department in which the course falls, be admitted to specified ad- vanced courses in lieu of the designated core course. You must com- plete such advanced courses within the time limits prescribed for
58
the courses being replaced.
The core requirements for the Bachelor of Music degree are dif- ferent and are detailed in the course listing section under "Music."
Areas of Specialization
In addition to the core requirements, you will do concentrated work in one area of specialization. At the end of the freshman year you will select one of the 18 departmental majors or apply for an in- dividualized major in the area of your particular interest and con- cern. The major consists of 10-12 courses in the subject selected, in- cluding two courses in Independent Study, along with such related work as may be prescribed. Details regarding the departmental ma- jors are found in the section on Courses of Instruction.
The individualized major is designed for those students whose personal or vocational needs cannot best be met through a depart- mental major. It is not a generalized, unstructured approach to edu- cation but an opportunity for certain students to fulfill clearly de- fined objectives. The same requirements as to number of courses, related work, and Independent Study apply as in the case of depart- mental majors, but the courses may be drawn from more than one department. Each program is evaluated individually by a faculty committee. An advisor from one of the departments in which course work is to be done is appointed for the student. No restriction in principle is placed upon the individualized major so long as the pro- gram proposed is educationally sound and can be fulfilled within the limitations of courses offered in the present curriculum.
With the exception of Independent Study, only courses in which you make a grade of C or above may be counted toward your major.
Community Issues and Values
The Community Issues and Values series, which seeks to involve the entire College community in crucial issues of the day and with the kinds of values with which those issues may be dealt, is an inte- gral part of the academic program and credit is given for attendance at the weekly programs. One unit of credit is assigned for thirty peri- ods of attendance; three units are required for graduation.
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Grades and Standing
Grades and quality points are recorded as follows:
A, Excellent, 4 quality points per course
B, Good, 3 quality points per course
C, Satisfactory, 2 quality points per course
D, Passing. 1 quality point per course
F, Failed, no quality points
WF, Withdraw Failirii^. no quality points (Courses dropped after 4th week of term are given the grade of WF except in cases of illness or emergency.)
The grade point average is computed by dividing the total num- ber of qulaity points by the number of courses for which the above grades were earned (except that a course which is repeated is counted only once).
The following grades are given in special situations and do not affect the grade point average:
S, Satisfactory (=C or above]
U, (Jnsatis/actory
Grades of S or U are given for interim courses. At your op- tion, S or U may be given for Independent Study and for not more than one elective course per year.
I, Incomplete
The course was not completed for reasons beyond your con- trol; becomes an F if the work is not carried to completion before the end of the following term.
W, Withdrew
Permitted to withdraw from the course in good standing.
A student with a cumulative average below 2.0 (average of C) may be placed on academic probation, restricted in the course load he may carry, or suspended from the College for a minimum of one term, at the discretion of the Committee on Admission and Stand- ing.
As a freshman you must pass at least two courses by the end of
60
the interim term, at least four by the end of the winter term, and at least seven by the end of the spring term to be eligible for reen- roUment the following term. Thereafter you must pass at least two courses each term to remain eligible to continue.
Requirements for Graduation
The College will confer the degree of Bachelor of Arts or Bache- lor of Music when you have:
(1) completed all requirements, including core courses, major and related work, and three units of Community Issues and Values;
(2) passed a comprehensive examination on your major work; and
(3) achieved a cumulative average of 2.0 on all work undertaken, or achieved a grade of C [or S] or above for at least 40 academic courses. (Begmnina with the Class of 1977. the number will he 37 in- stead of 40].
Degrees are forn^ally conferred at the annual Commencement at the close of the spring term, although requirements may be com- pleted at other times during the year.
Comprehensive Examinations
In the final term of the senior year you must pass a comprehen- sive examination in your major field as one of the requirements for the degree. Appropriate field tests of the Undergraduate Record Ex- amination are included as a part of the comprehensive examination in major fields for which they are available. The purpose of the com- prehensive examination is to encourage you to develop retentive- ness and to integrate the subject matter of your field.
A quality point equivalent is established for each grade level on this examination and your performance on it becomes a part of your total record. A grade of A earns 4 quality points; B, 2; C, no quality points. A grade of D calls for a deduction of 2 quality points; a grade of F requires a reexamination at a subsequent regularly scheduled examination period. No more than two reexaminations are permitted, and a passing grade must be attained within two years of the first attempt.
61
Planning a Schedule of Courses
Ordinarily you will plan your entire year's work and register only once during the year, with the privilege of making changes at the be- ginning of each term. All matters relating to registration are handled in the Registrar's Office. Those who register or make changes after the designated dates are charged an additional fee.
Classes are scheduled in 70-minute periods five days a week, Monday through Friday. Most courses meet three times per week, but the number of sessions varies somewhat according to the require- ments of particular courses as determined by the individual depart- ments.
Registration for the interim term takes place in the fall, except for overseas courses for which arrangements must be made further in advance. Scheduling during the interim term is more flexible than in other terms because you will take only one course and in most cases work more independently than in other courses.
Attendance
You are expected to make your personal contribution to the intel- lectual, religious, and social experiences of the College community through regular attendance at classes and the Community Issues and Values Program.
You are responsible to the faculty member concerned for your class attendance and participation. Specific requirements for each course will be determined by the instructor and announced to the class at its first meeting each term.
Attendance will be recorded at Community Issues and Values meetings, and credit will be assigned on the basis of attendance.
English Proficiency Examination
One of the marks of an educated person is his ability to communi- cate effectively in writing; therefore you constantly will be encour- aged to develop proficiency in the use of written English. Special laboratory opportunities are available for those who need to correct deficiences.
62
A proficiency test in English is given to all sophomores during spring term. For transfer students, and others who are making up a previous failure, the examination will be repeated in the fall term of the junior year. Passing this proficiency examination is required for enrollment in Independent Study, and for graduation. Each student is asked to write a 500-word essay on a topic chosen from a group of topics of current interest. The paper is read by two or more members of the English staff, who consider its organization and structure, its grammatical correctness, and its overall quality. Those whose writing is not satisfactory will be required to do further work in the English laboratory until they have attained an acceptable level of competence.
63
Dean's List
Soon after the end of each ten-week term, the Dean's Office pub- lishes the Dean's List. It contains the names of the students who in that term achieved a standing of 3.25 or above in all work undertaken, with no grade below C.
Graduation Honors
The distinction of Magna Cum Laude is conferred upon each graduate who has completed twenty or more courses at Maryville College and has attained for the full college course a standing of 3.8 for all work undertaken. The distinction of Cum Laude is con- ferred upon each graduate who has completed twenty courses or more of work at Maryville College and has attained for the full college course a standing of 3.3 for all work undertaken.
64
Transcripts of Credit
Upon authorization by the student, an official transcript of the credit earned at Maryville College will be issued by the Registrar to any designated individual or institution. Transcripts will be issued only after all accounts have been satisfactorily settled. No charge is made for the first transcript when issued in the form adopted by the College. For each additional copy a prepayment of $1.00 is required.
65
COURSES
OF
INSTRUCTION
The course descriptions on the following pages begin with the interdisciplinary courses, followed by a description of the interim projects, then the course offerings of the individual departments, listed alphabetically. The term "course" or "projects" at Maryville College is used as a unit of measurement. All courses are equal in credit and are designed to occupy approximately one-third of a student's time during a ten- week term. The interim project, which occupies the student's full time for a three-week term, carries the same credit as one ten-week course. For purposes of comparison with more conventional units, each course may be regarded as the equivalent of 3 or 4 semester hours.
The courses in each discipline are numbered to indicate their level of advancement: "100" courses are of freshman rank; "200" courses are of sophomore rank; "300" courses are of junior-senior rank; "400" courses are open only to seniors. Course numbers written together joined by a hyphen (101-102) indicate continuous courses, not to be taken in reverse order or one without the other. Course numbers separated by a comma (201, 202) indicate two-term courses with some continuity. They may be taken one without the other or in reverse order, though it is usually more satisfactory to take them in the proper sequence.
66
INTERDISCIPLINARY COURSES
101. Science Thought
The development of modern concepts of science and their impact on civilization.
102. Science Fundamentals
Those concepts which are the foundation of all science.
Science 101 and 102 are team-taught by the staffs of the Departments of Biology, Chemistry, Mathematics, and Physics. The materials are presented through lecture, discussion, demonstrations, and laboratory experience.
201. Fine Arts
A course designed to acquaint students with the various media of artistic expression and to confront them with the nature and meaning of the aesthetic experience.
220. A Survey of Blackness in America
The Black American's experience from slavery to the present, interpreted through the disciplines of history, sociology, psychology, religion, literature, and the arts.
301. Non-Western Studies
A course which takes into account the growing need for a more informed and intelligent understanding of the non-western world. Focus each year on the history, culture, and con- temporary problems of one specific area of Asia or Africa.
INTERIM PROJECTS
Interim projects vary from year to year, depending upon the special interests of the students and faculty. A full description is contained in the booklet issued annually by the Interim Committee and distributed to all students before registration. A student who wants to pursue an individual project is invited to submit a proposal to the Interim Committee, under the terms outlined in the interim booklet. Most of the projects involve research, writing, and seminar presentations on campus, but a number include travel away from the campus, in this country and abroad. The latter involve additional expense.
Interim projects are numbered "100," "200," "300," and "400" to indicate the classification of the student at the time he takes the project. An interim project in psychology taken during the sophomore year, for example, is designated Psychology 200. At least one project must be taken in a discipline outside the student's major. All senior interims are in the major discipline. They may be individualized reading programs, seminars with other seniors in that discipline, independent research in the library or laboratory, field work experiences, or whatever the student and his advisor consider most profitable.
Typical interim projects for 1972-73 included the following:
*From West End to Winter Palace (England and Russia) *The Desert in Winter (Southern Arizona)
Film-Making
Cartoons. Comic Books, and Communication
67 *WORKING WITH THE EMOTIONALLY DISTURBED
*A Study of the Modern Dairy Farm
*FOLKLORE OF THE SmOKY MOUNTAINS
Textile Design
Modern India Through the Novelist's Eye Encounter Groups The Meaning of China's Revolution Women in Modern America Behind the Scenes in Our Public Schools Man in Evolution *Archeology in American History
ART
ASSISTANT PROFESSOR SWENSON and MRS. BIANCO The study of art at Maryville must, by its very nature, be a highly person- al experience. Courses are offered in basic areas, but the student's devel- opment in artistic understanding and expression will depend upon self- discipline and independent effort.
Major in art: 10 courses, including four in art history and six in various studio media. The student's individual needs and interests will determine the specific course requirements. The requirement in foreign languages may be met with any language. All senior art majors are expected to participate in the Senior Art Show. Art majors planning to teach in the public schools will need to schedule as electives the courses required for certification. See the Secondary Education section for the specific courses to be taken.
Art History
215. Ancient and Medieval Art
A study of the painting, sculpture, and architecture of the ancient and medieval periods.
216. Renaissance Art
A study of the pictorial art, sculpture, and architecture of the Renaissance as it occurred in Italy and Northern Europe.
315. Nineteenth Century Art
The development of art from the seventeenth century to the beginning of the twentieth century with emphasis given to the innovations of the nineteenth century. Given alternate years and will be given 1973-74.
Studio Art
201. Drawing and Composition
Emphasis on basic drawing skills and introduction to the basis of sound design necessary for work in all media.* Prerequisite to other studio art courses.
219. Visual Theory and Art Criticism
A seminar involving creative work Development of critical facility and communication.*
301. Ceramic Sculpture
An introduction to ceramic material and the development of form in three dimensional space.*
302. Painting
An introduction to the use of color and the painting media.*
303. Advanced Studio
A flexible course designed to allow the student the experience of a second, more intensive term in drawing, painting or ceramic sculpture. This course may be taken for credit in two of these areas.*
304. Printmaking
An introduction to the printing process of the artist. Working with intaglio, relief and planographic media.*
351-352. Independent Study in Art
Individual study in either studio with an exhibit and a formal paper or in art history involving command of the forms and usages of the formal paper. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
*This course is to be taken over a period of two consecutive terms with credit being given upon completion of the second term. This course will count as a half-course load each term and will meet twice weekly.
Art Education
208. Elementary Art Education
This course will provide a background in art and art teaching methods for those preparing to teach in the elementary school. Not to be counted toward a major in art.
308. Secondary Art Education
This course, designed for art majors preparing to teach in public schools, will provide experiences in art activities best suited for high school students. Not to be counted toward a major in art.
BIOLOGY
PROFESSOR SHIELDS, ASSOCIATE PROFESSOR RAMGER, and ASSISTANT PROFESSOR FOSTER
Pre-professional major in biology: The sequence and course plan for the major in biology will be determined for the individual student as he prepares his program of study with his major advisor. Requirements in the related fields of mathematics, physics, and chemistry will also be determined on an individual basis. Competence in one foreign language is required.
201. Genetics
A study of the basic concepts of heredity. Gene action as it relates to cell differentiation and evo- lution of living things. Laboratory: 4 hours per week.
202. Vertebrata
A study of the evolution, classification, and distribution of the principle vertebrate phyla. Laboratory: 4 hours per week.
203. Spermatophyta
A study of the evolution and classification of the seed plants. Emphasis on local flora. Laboratory: 4 hours per week.
204. Monera and Protista
A study of bacteria and related forms. Stress on laboratory techniques. Laboratory: 4 hours per week.
205. Invertebrata
A study of the classification and distribution of principal invertebrate groups. Laboratory: 4 hours per week.
206. Cryptogams
A study of Fungi, Algae, Bryophytes and Ferns and their relationship to the environment: ecological and taxonomic. Laboratory: 4 hours per week.
209. Biology of the Environment
A field- taught course in environmental awareness, presenting the basic ecological principles and biotic patterns. Primarily for majors in elementary education, but may be elected by others. Does not count toward the major in biology.
305. Developmental Biology
A study of the factors of morphogenesis in plants and animals. Laboratory: 4 hours per week.
310. Field Biology
Any course taught at the Mid-Appalachia Field Biology Teaching and Research Center on Norris Lake.
351-352. Independent Study in Biology
Independent research is the privilege of all majors. Each student designs and carries out a unit of research in an area of his choice and prepares a paper as for publication in a scientific journal.
401. General Physiology
A study of the basic physiological processes in plants and animals. Laboratory: 4 hours per week.
402. Ecology
A study of ecological principles as they relate to the distribution of plants and animals. The Great Smoky Mountains National Park and the lakes of the Tennessee Valley Authority serve as the laboratory. Laboratory: 4 hours per week.
403. Cytology
A study of the cell as a biochemical unit of structure and function. Emphasis on macronu- clear synthesis {DNA, RNA and proteins), cell differentiation and the effect of radiation on the cell. Identical with Chemistry 403. Laboratory: 4 hours per week.
CHEMISTRY
ASSOCIATE PROFESSOR YOUNG, and ASSISTANT PROFESSORS RHODES and TABEREAUX
The curriculum in chemistry follows a topical organization rather than the usual pattern of the conventional subject-matter fields such as inorganic, organic, analytical, and physical. The purpose of this topical pattern is to emphasize the nature of theories which help to organize chemical thinking rather than the packaging of information into the separate subject-matter fields. In this manner the curriculum can be more flexibly focused on the relationships which are fundamental to a good understanding of chemical principles. An additional aim of this curricular pattern is to palce a continual emphasis on the theory, limitations, and usefulness of analytical techniques as they are used to help answer chemical questions instead of teaching them separately in pure analytical courses. In all courses laboratory work is carried out in an open-ended project fashion so that students have the opportunity to plan their experimental work as well as to perform it.
A program of chemical study in line with the goals outlined above and the
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courses detailed below will provide excellent preparation for graduate study in chemistry or related fields, as well as serving as a foundation for the teaching of chemistry in high schools or for enrollment in a medical school program (with additional courses in biology).
Major in chemistry: 10 courses, including Chemistry 351-352. Related courses required for the major in chemistry: 6 courses in the fields of physics and mathematics, the courses varying according to the background and ability of the student. The language requirement will be taken in German or French, with German preferred.
201. Periodicity
A study of atomic theory, nuclear and electronic structure, radioactivity and periodic cor- relations of chemical and physical properties. Laboratory work includes chemical analysis of different compound types and physical analysis of the nucleus.
202. Equilibrium
Chemical equilibrium is approached through the concepts of free energy changes and the law of mass action. Major emphasis is placed on the solution of problems in general chemical equilibrium as well as the following areas of ionic equilibria: acid-base, solubility, complex ion and oxidation-reduction. The laboratory work is directed toward the determination of equilibrium constants and volumetric analyses.
203. Chemical Synthesis I
A systematic approach to the methods of chemical synthesis. Two areas are covered: (1) compounds which do not contain carbon, and (2) compounds of carbon and hydrogen. The synthesis of a wide variety of representative compounds is to be accomplished in the laboratory.
301. Chemical Synthesis II
This second course in synthesis involves a functional group approach to the preparation of or- ganic compounds. Laboratory work is directed toward the application of synthetic methods as well as qualitative tests for the identification of functional groups.
302. Spectroscopy and Structure
A study of the effects of electromagnetic radiation on chemical molecules with a view toward the deduction of the structure of the molecule in question. The major classifications of the electromagnetic spectrum included are radio, infrared, visible, ultraviolet, X-ray, and cosmic. Nuclear magnetic resonance, infrared, ultraviolet, and mass spectroscopy are studied as specific applications of these types of energy probes. Laboratory work includes the use of spectroscopic techniques.
303. Mechanisms and Kinetics
A study of chemical kinetics and the way in which it supplies information concerning mechanisms of chemical reactions (i.e., substitution, elimination, addition, etc.). Included are topics of collision theory, transition state theory, general and specific catalysis, isotopic lableing, and stereochemistry. A series of representative examples of mechanistic pathways are studied, using a wide variety of techniques. Kinetic data is gathered on each reaction.
351-352. Independent Study in Chemistry
A two course sequence under the supervision of one of the staff members. The work involves a combination laboratory-library approach to the solution of an original research problem.
401. Chemical Bonding
The topics of quantum theory, molecular orbital theory, valence bond theory, and resonance are presented in a more rigorous treatment than in previous courses, with particular reference to transition and metal complexes and aromatic systems. Laboratory work is to be performed on special techniques and methods of analysis on compounds discussed in the course.
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402. Thermodynamics
The laws of thermodynamics are studied in respect to origin and application to exact relationships between energy and properties of chemical systems. Application is made to states of matter, solutions, and various types of phase equilibria. The work in the laboratory involves the study of systems which emphasize the concepts studied in the source.
403. Biochemistry of the Cell
A detailed study of the cell as a biochemical unit of structure and function. Emphasis will be placed on macromolecular synthesis (particularly DNA, RNA, and protein), cell differentiation and the effect of radiation on the cell. Identical with Biology 403.
ECONOMICS
PROFESSOR PRICE and MR. FRANKS
The major in economics prepares the student for graduate study and provides a background for professional placement or training in business, law, journalism, government service, teaching, and other fields. The courses listed below, plus the work offered in the seminar, the Independent Study program, and the senior interim course, with special programs designed to meet individual needs and interests, should provide for the major student a balanced and integrated introduction to the field of economics.
Major in economics: 10 courses, including Economics 201, 302, 321, 322, 331 or 332, 341 or 342, 351-352. Related courses required for the major in economics: Mathematics 101 and 102 or 208 and 209, History 221 or 222, Political Science 201, and Sociology 201. Those planning graduate study in economics should take Interdisciplinary Course 218 and additional courses in Mathematics as their schedules permit.
Certificate in Business Program
Recognizing the vocational interest of many students, the Certificate in Business program has been established within the Department of Eco- nomics. It is designed to lay a foundation for a career in business or for graduate study in business administration for those who want this special- ized preparation within the context of a liberal arts curriculum.
Major in Economics— Certificate in Business program: 10 courses, in- cluding Economics 201, 215, 216, 321, 322, 331, 332, 341 or 342, and 351- 352. Related courses required for this major are Mathematics 101 and 102 or Mathematics 208 and 209, Interdisciplinary Course 218, and at least two of the following: Political Science 201, Sociology 201, Psychology 321. The Certificate in Business program may be enhanced by special interim courses designed to give insight and experience in some area of business, and by field work in the business world related to the required Independent Study.
201. Principles of Economics
An introduction to the subject of economics, emphasizing the basic concepts and the funda- mental logic of economics.
215, 216. Principles of Accounting
302. Management of Public and Private Organizations
An introduction to the ,id\ancing arts and techniques of management in both governmental and private (especially business) institutions, with attention to practical situations encoun- tered in small and medium as well as large organizations. Identical with Political Science 302.
321. Macroecononiic Theory
A survey of aggregate economic theory including both the classical and Keynesian systems. Analysis of the role of government and the instituticmal framework under which it operates will be included. Prerequisite: Economics 201 and three additional courses, or permission of the instructor.
322. Microeconomic Theory
A survey of price theory. Special attention to the analysis of consumer demand, the theory of production, and the demand for factor units: the nature and behavior of cost, price, and out- put. Prerequisite: Economics 201 and four additional courses, or permission of the instructor.
331. Government and Business
A study of the economic, legal, and political relations between business and government.
332. Labor
A study of labor emphasizing the development, structure, and functions of labor unions and the role of public policy. Economic factors in wage determination are also considered. Pre- requisite: Economics 201.
341. Economic Development
A study of the general factors in economic development, economic problems of the emerging countries, and the dynamics of economic growth in advanced economies.
342. Seminar: Selected Topics in Economics
A seminar course which focuses upon timely topics in national or international economics not covered in other departmental course offerings. Subject matter will vary from year to year. Prerequisite: Economics 201 or permission of the instructor.
351-352. Independent Study in Economics
Individual study, with the guidance of a faculty supervisor, involving command of the forms and usages of the formal paper. Required for the major in economics. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
EDUCATION
PROFESSOR HAFNER, ASSOCIATE PROFESSOR SHERER,
ASSISTANT PROFESSORS FOSTER and PUROFF,
and MR. MILES
Teacher education at Maryville College is an interdepartmental func- tion, the responsibility of the College as a whole and not of the Department of Education alone. The program of preparation for teaching combines liberal arts courses, specialized studies, and professional training.
Students interested in being certified to teach should apply for admis- sion to the teacher education program after completing their first year of college work. Applications may be secured in the Department of Educa- tion office.
Requirements for teaching certificates vary considerably from state to state. The elementary and secondary teacher education programs at Mary-
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ville College are designed to meet certification requirements in Tennessee and most other states, but the completion of the requirements for a degree at Maryville does not automatically qualify a student for a certificate in a particular state. Information about specific state requirements may be ob- tained in the Department of Education office. Applications for certificates should be filed with the Registrar, who is the certifying officer of the College.
Elementary Education
Major in elementary education: Education 208, 211, 321, 322, 323, 331, 351-352. Related courses required for the major in elementary education: Art 208, Biology 209, English 208, Geography 303, Mathematics 206-207, Music 306, Physical Education 331, Psychology 201, 211. Additional require- ment: Weekly seminar— In the senior year, students participate in a weekly seminar during each of the 10-week terms in addition to their regular course work.
Provisions for obtaining certification in the field of early childhood education may be made on an individual basis for students in elementary education. Interested students should contact Professor Sherer.
Secondary Education
Professional requirements: Education 208, 211, 301, 303, 332, Psychol- ogy 201. The student should major in the subject he wishes to teach. Mary- ville College offers the following teaching fields: art, Bible, biology, chem- istry, English, French, German, health and physical education, history, mathematics, music, physics, political science, sociology, Spanish, and speech.
There are special requirements for certification in art, music, and health and physical education for grades 1-12. Information may be obtained from the departments concerned.
Student Teaching
One term of the senior year is devoted to student teaching in one of the area elementary or secondary schools under the direction of the classroom teacher and the College supervisor of student teaching (and in the case of secondary teachers a supervisor from the teaching field). A minimum of 300 hours is spent in observing, assisting, and teaching, and in individual and group conferences. Associated with student teaching is a required pro- gram known as the "September Experience," in which the student visits an elementary or secondary school for five days at the beginning of the school year.
Formal application for student teaching must be made by May 1 of the junior year. There is a $30 supervisory fee for student teaching.
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General Education Courses
208. Foundations of Education
Historic and philosophic foundations of modern Western education from its beginnings in Classical Greece to the present. Identical with History 208.
211. Educational Psychology
Consideration of the principles of learning and cognitive theories and their application in the classroom. Implementation and evaluation of strategies for creating a desirable learning en- vironment. Consideration of educational testing and measurement, and the interpretation of educational and psychological data.
Elementary Education
321. Curriculum and Social Studies in Elementary Education
A study of curriculum development reflecting societal changes, knowledge of research, learn- ing, and child development. Concentration on educational objectives, instructional procedures and materials, and methods of evaluation. Resource and teaching units developed and used in an elementary classroom.
322. Science, Health, and Mathematics in Elementary Education
A study of planning developmental learning experiences to promote growth in knowledge, interest, and appreciation of the broad areas of the physical and biological environment. A study of specific understandings and skills needed to provide instruction in current elemen- tary mathematics in grades 1-9. Course oriented toward instructional experiences which foster discovery of mathematical concepts and provide differentiation of instruction. Weekly ob- servation and participation in public school classrooms. Prerequisite: Education 321.
323. Reading and the Language Arts in Elementary Education
A study of comparative approaches to language arts instruction which are skill-oriented and goal-directed. Emphasis on differentiation instruction to enrich and extend language experi- ences in grades 1-9. Weekly observation and participation in public school classrooms. A non- credit correspondence course in manuscript handwriting must be completed by the end of the course. Prerequisite: Education 321, 322.
331. Student Teaching in the Elementary School
Teaching experience in an elementary school classroom. A non-credit correspondence course in cursive handwriting must be completed by the end of the course. Prerequisites: Education 211, 321, 322, 323 and completion of correspondence course in manuscript handwriting.
351-352. Independent Study in Elementary Education
Individual study, with the guidance of a faculty supervisor, involving command of the forms and usages of the formal paper. Required for the major in elementary education.
Secondary Education
301. Principles of Secondary Education
Principles of teaching in the secondary school with particular emphasis on curriculum, guid- ance, and the teacher's role in the community. Observations in secondary school classrooms.
303. Methods in Secondary Education
The techniques of high school teaching, including methods, materials, guidance, classroom management. Demonstration and use of educational media. Ordinarily taken concurrently with Education 332.
332. Student Teaching in the Secondary School
Teaching experience in a secondary school classroom. Prerequisites: Education 211, 301.
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ENGLISH
PROFESSORS BLAIR and JACKSON, ASSOCIATE PROFESSOR
BUSHING, ASSISTANT PROFESSORS BECK, CATE, and
FOWLER
Major in English: 10 courses above 121-122 and 105, including 311 and 351-352. Students who plan to teach English in high school are advised to take American Literature. Required related courses: History 211, 212. Recommended related course: Philosophy 201 or 202. The requirement in foreign languages will be met preferably with French or German, especially for students planning to go to graduate school.
In addition to its regular course work the department maintains an English laboratory which affords special assistance to students who need it. This laboratory offers service to students of all classifications who desire help with organization or mechanics to improve their writing ability and gives tutorial or small-group instruction to students who are referred to the laboratory by any instructor because of deficiencies in their use of written English. The laboratory operates in all three 10-week terms.
104. Fundamentals of English Usage
Emphasis on the essentials of English. Prerequisite to English 105 for students who demon- strate by the freshman entrance test that they need further preparation for the demands of college-level courses.
105. Composition, Research, and Twentieth Century Readings
Instruction in organization, research method, and composition; readings in contemporary literature. Required of all freshmen in the fall term except as noted under "Core Curriculum."
121-122. Western World Literature
A two- term course designed to afford opportunity to write about and discuss some of the world's literary masterpieces in English translation and a selection of outstanding English and Ameri- can literary works. To be taken concurrently with History 121-122. Prerequisite: English 105 or equivalent.
208. Children's Literature
A course designed to acquaint students with literature for children, its authors and illustra- tors. Attention to the criteria for selecting books, stories, and poems to meet basic and indi- vidual needs of children. Not to be counted toward the major in English.
220. Advanced Composition
Development of an individual style through practice in effective English usage; study of dif- ferent types of creative and practical writing with individual instruction and criticism.
221. American Literature to 1900
A brief survey of the Colonial Period, followed by attention to such authors as Poe. Emerson, Thoreau, Hawthorne, Melville, Whitman, Twain, and James.
311. Introduction to the Study of Language
The history and growth of the English language. The general processes of semantics with some attention to grammar and modern linguistic study.
331. English Literature of the Middle English Period
Emphasis on Chaucer.
332. English Literature of the Elizabethan Period
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Emphasis on Shakespeare.
333. English Literature of the Seventeenth Century
The prose and poetry of the seventeenth century to Dryden; emphasis on Milton.
334. English Literature of the Eighteenth Century
Special attention to the writing and influence of Dryden, Pope, Swift, Johnson and Boswell.
336. English Literature of the Nineteenth Century
Emphasis on the major poets and prose writers, both Romantics and Victorians, as seen against the aesthetic and historical movements of the times.
341. Seminar: Literary Genres
Drama (341a) and the Novel (341c) to about 1900 and Literary Criticism (341b), in rotation.
351-352. Independent Study in English
Individual study, with the guidance of a faculty supervisor, involving command of the forms and usages of the formal paper. Required for the major in English. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
FOREIGN LANGUAGES
PROFESSOR COLLINS, ASSOCIATE PROFESSOR
CARTLIDGE, ASSISTANT PROFESSORS MARTIN and
RODRIGUEZ, and MRS. HANSON
The study of foreign languages offers an enriching experience in new means of communication and thought and in cultural patterns different from our own. At the same time it involves the acquisition of specific lan- guage skills more and more useful in a closely interrelated world.
Major in foreign languages: 10 courses above 101-102 in one language (French, German, or Spanish), or 8 courses above 101-102 in one language and 4 courses in a second language. All majors are encouraged to study abroad for a semester or longer; courses taken in a foreign institution will be credited toward the degree from Maryville.
The audio-lingual approach is used in the elementary and intermediate modern foreign language courses; the 48-position language laboratory of- fers the opportunity for listening and speaking practice. Advanced courses are conducted in the foreign language.
French
101-102. Elementary French
Basic speech patterns and grammatical structure.
201-202. Intermediate French
Expansion of reading skills.
301. Conversation
302. Advanced French Grammar
311, 312. Survey of French Literature
The principal works of French literature from the Middle Ages to the present.
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321. The Classical Period
322. Eighteenth Century French Literature
323. Nineteenth Century French Literature
331. Contemporary French Drama
332. Contemporary French Novel
351-352. Independent Study in French
Individual study under the guidance of a faculty supervisor. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
German
101-102. Elementary German
Basic speech patterns and grammatical structure.
201-202. Intermediate German
Expansion of reading skills.
301. Conversation
320. Introduction to German Literature
321. German Classical Period
322. German Romanticism
323. Nineteenth Century
331. Modern German Prose
332. Modern German Drama
351-352. Independent Study in German
Individual study under the guidance of a faculty supervisor. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
Greek
101-102. Elementary Greek
Vocabulary, inflection, syntax; practice in reading and writing Greek.
201, 202. Reading and Interpreting the Greek New Testament
The characteristics of koine Greek. Translation and interpretation of selected portions of the Greek New Testament. Elements of textual criticism. Syntactical and lexical studies.
Spanish
101-102. Elementary Spanish
Basic speech patterns and grammatical structure.
201-202. Intermediate Spanish
Expansion of reading skills.
301. Conversation
302. Advanced Spanish Grammar
311, 312. Survey of Spanish Literature
Spanish literature from Poema del Cid to the present.
321. Cervantes
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Don Quixote and other works.
322. Classical Drama
Dramatists of the Golden Age.
331. Contemporary Spanish Drama
332. Contemporary Spanish Novel
351-352. Independent Study in Spanish
Individual study under the guidance of a faculty supervisor. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
GEOGRAPHY
DR. JUMPER
303. Cultural Geography
An examination of the close relationship that exists between man, land, and culture, emphc sizing the role of man in shaping his physical environment.
HEALTH AND PHYSICAL EDUCATION
ASSOCIATE PROFESSORS BOROVIAK, BAIRD, and LARGEN; ASSISTANT PROFESSOR KARDATZKE;
and MR. HASTY and Miss werner
The service or required physical education program is designed to develop knowledge, appreciation, and skills in physical activities related to lifetime sports. It is expected that through this educational experience each student will develop habits of physical activity that will continue throughout his lifetime.
Requirements
All students are required to complete two years (six terms) of physical education. The program is structured to permit each student the oppor- tunity to select courses in his area of interests in four of the six term require- ment. The two required courses. Fundamentals of Physical Education and Elementary Swimming, are designed for the student's personal welfare and safety.
I. Fundamentals of Physical Education (Required)
This course is required of all students and should be taken some- time during the freshman year. The course is structured in an effort to develop knowledge of the basic areas of weight control and diet, sound body mechanics, basic anatomy-physiology, and the sociological aspects of sport.
II. Aquatics (Required)
Demonstration of elementary and survival swimming skill is re-
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quired of all students. A screening test will be given to all fresh- men during orientation week.
III. Team Sports
Each student must take one team sport with a maximum of two being permitted.
IV. Lifetime and Individual Sports
A student may take both elementary and intermediate courses in a specific activity (2 credits). However, either the elementary course must be satisfactorily passed or permission of the instructor ob- tained before the intermediate course may be taken.
Varisty Athletics
Students participating in an intercollegiate sport may substitute that for the team sports requirement. Two substitutions constitute the max- imum. Credit will be given only once for a specific sport.
Medical Examination
Proof of a recent medical examination must be presented as the stu- dent enters the college. Students should take the initiative to bring forth any physical disabilities to the departmental chairman or his class instruc- tor.
Course Offerings
All courses are taught coeducationally except where stipulated other- wise.
Basic Physical Education 100 Fundamentals for Men 103 Fundamentals for Women
Aquatics
106 Elementary Swimming
107 Intermediate Swimming
108 Advanced Swimming
109 ARC Senior Life Saving
110 Water Safety Instructor
Dance
116 Folk Dance 118 Modern Dance 121 Social Dance
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Team Sports
126 Basketball for Women
128 Field Hockey for Women
129 Soccer for Men
130 Soccer for Women
131 Softball for Men
132 Softball for Women
133 Volleyball (coed) Lifetime and Individual Sports
141 Archery
144 Badminton - Elementary
145 Badminton - Intermediate *147 Bowling - Elementary *148 Bowling - Intermediate
150 Fencing 153 Golf - Elementary *154 Golf - Intermediate 156 Gymnastics (prerequisite 169]
160 Handball - Elementary (men only)
161 Handball - Intermediate (men only)
163 Raquetball - Elementary
164 Raquetball - Intermediate
166 Tennis - Elementary
167 Tennis - Intermediate
169 Tumbling
170 Weight Training and Figure Control
Professional Program
The department offers a major in Health and Physical Education. Ten courses are required above the 100-level, including 351-352 and Psychology 201. The core requirement in foreign language may be taken in any lan- guage. Students who plan to teach Health and Physical Education should take those courses required for teacher certification.
101. Living
A course desiunud for ihe individual to understand himself and the health issues facing him such as drugs, alcohol, sex. and environmental health problems.
102. Foundations in Health, Physical Education, and Recreation
This course is designed to afford both a comprehensive survey for the general student and
* Additional fee required
'*AIJ courses are not offered every year, but rather on an alternaling yearly calendar which is predetermined by student requests and teacher loads.
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a foundation for the major in this area. It gives attention to the basic philosophical, historical, biological, sociological, and political foundations of the areas of health, physical education, and recreation.
211. Safety Education and First Aid
A course designed to promote safety consciousness and to give a practical working knowledge of safety procedures and Red Cross first aid technique.
219. Human Anatomy and Physiology
Fundamentals of human anatomy and physiology with required laboratory experience. Pre- requisite: Science 101 and 102.
221. Kinesiology
A mechanical and kinesiological analysis of human motion with special emphasis on joint and muscle function and factors influencing movement. Prerequisite: HPE 219.
311. School and Community Health (oriented toward teacher education)
The basic principles of health, disease, nutrition, and sanitation as they relate to the school and the community. Attention is given to the development of the school and community pro- gram.
331. Leadership in Activities: Elementary School
Attention to developing curriculum and leadership in elementary physical education activities.
332. Leadership in Activities: Secondary School
Attention to developing curriculum and leadership in team and individual sports, gymnastics, and dance at the secondary level.
333. Athletic Coaching
Analysis and study of the coaching profession: Philosophy, psychology, policy making, pro- gram planning, and other related areas.
334. Philosophy, Organization, Administration, Supervision
A consideration of these areas as they apply specifically to Health and Physical Education programs.
341. Seminar: Measurement and Evaluation in Health and Physical Education
Study directed towards development and interpretation of research in the profession.
345. Physiology of Exercise
A study into the functions of the body in muscular work; physiological aspects of fatigue, train- ing, and physical fitness. Prerequisite: HPE 221, 341 and junior standing.
351-352. Independent Study in Health and Physical Education
Individual study, with the guidance of a faculty supervisor, involving command of the forms and usages of the formal paper. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
Intramural Athletics
Extensive intramural athletic programs are conducted for men and women. Men's activities include flag football, soccer, basketball, volley- ball Softball, golf, tennis, sw^imming, w^restling, track, houseshoes, bad- minton, and ping-pong. The women's intramural program is based on a point system of awards through tournament participation in team and indi- vidual sports, hiking, swimming, and bicycling. All students are encouraged to participate in the intramural programs.
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Intercollegiate Athletics
The College is represented by intercollegiate teams in football, basket- ball, baseball, wrestling, tennis, and track. Control of intercollegiate ath- letics is vested in the same body within the College which shares in the control of the total academic life. As a member of the National Collegiate Athletic Association, the College is guided in its intercollegiate program by the standards and eligibility regulations of the Association.
HISTORY
PROFESSOR WALKER, ASSOCIATE PROFESSORS LEWIS and PARKER, ASSISTANT PROFESSOR KRATZ
History is a humanistic discipline. The study of history aids the student in achieving a sense of perspective and in gaining a view of man in his com- plexity. It offers a release from presentism through exposure to other epochs and other cultures. The major program in history at Maryville College pro- vides a basis for graduate study or for secondary school teaching as well as serving as a valid preparatory major for law, the ministry, journalism, library or public service.
Major in history: 10 courses above 121-122, including 211, 212, 221, 222, 310 or 313, 321, 332, 351-352. Related courses required for the major in history: 3 courses to be chosen from Economics 201, English 221, Phi- losophy 201, 202. Political Science 201, Sociology 201. French or German is recommended to fulfill the language requirement, although another lan- guage will be accepted.
121. History of Western Civilization
A survey of institutions, science, thought, and culture of Western civilization to 1648. To be taken concurrently with English 121.
122. History of Western Civilization
A survey of institutions, science, thought, and culture of Western civilization from 1648 to the present. To be taken concurrently with English 122.
208. Foundations of Education
Historical philosophic and social foundations of modern Western education from its beginnings in Classical Greece to the present. Identical with Education 208. Not to be counted toward a major in history.
211, 212. English History . .
Political, economic, social, and cultural development of British civilization from the beginning to 1945.
221. History of the United States to 1865
Emphasis on the colonial experience, struggle for independence, federal period, trans-con- tinental experience, and the North-South struggle.
222. History of the United States Since 1865
Emphasis on industrialism and its consequences and the emergence of the United States as a world power.
310. Seminar: Ancient History (Greek or Roman)
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Concentration 1973-74. Greek History: Search for freedom, Minoan through the Hellenistic Age.
313. Medieval European History
Search for Community: European genesis in the decaying Roman Empire. Attempts at socio- economic syntheses under the auspices of the Church, Empire, Feudal Institutions and Nation State.
321. The European World in Recent Times
A study of the diplomatic, economic, cultural, and ideological events and trends of Europe in world affairs since the end of the Franco-Prussian War.
331. American History Seminar
An advanced course for which the subject matter will change from year to year. Topic for 1973- 74: History of American Cities.
332. Early Modern European Seminar
An advanced course for which the subject matter will change from year to year, alternating between the Renaissance-Reformation and the Enlightenment-Age of Revolution periods. Con- centration 1973-74, Enlightenment and Revolution.
333. Areas of Current Concern in Historical Perspective
A course whose content will vary from year to year, focusing on world problem areas in his- torical perspective. Focus 1973-74: Women In Historical Perspective. (Not one of the 10-course major sequence.)
351-352. Independent Study in History
Individual study, with the guidance of a faculty supervisor, involving command of the forms and usages of the formal paper.
MATHEMATICS AND PHYSICS
ASSOCIATE PROFESSOR LOVE; ASSISTANT PROFESSORS DENT, FERRELL, and NICHOLS
Mathematics
Major in mathematics: Mathematics 103, 201, 203, 301, 302, 303, 351- 352, 401, 402. Related courses required for the major in mathematics: Physics 201, 202 or Computer Science 218, 219. The requirement in foreign language may be met with any modern language, but German or French is preferred.
101. Introduction to Mathematical Analysis
Algebra, functions, set theory, trigonometry, and analytic geometry. Not required as a pre- requisite for Mathematics 102 if the student has three units of mathematics including trigonom- etry, a superior high school record, and a high score on the mathematics placement examina- tion.
102. Calculus I
Limits, the derivative and its applications, integration. Prerequisite: Mathematics 101 or per- mission of the department.
103. Calculus II
Integration, the definite integral and its applications, transcendental functions, techniques of integration. Prerequisite: Mathematics 102.
201. Calculus III
Solid analytic geometry, vectors, infinite series, partial differentiation, and multiple Integra-
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linn. Prerequisite: Mathematics 103.
203. Differential Equations
Differential equations of the first order and first degree, equations of higher order, existence of solutions, solutions by series methods, numerical approximation of solutions. Prerequisite: Mathematics 201.
206. Modern Elementary Mathematics I
Structure of the number system, algebra, geometry. Material designed to meet the needs of students in elementary education.
207. Modern Elementary Mathematics II
Continuation of Mathematics 206. Prerequisite: Mathematics 206.
208. Introduction to Finite Mathematics
Sets, probability, vectors, matrices, convex sets, and linear programming. Prerequisite: Mathe- matics 101 or permission of department.
209. Statistics
Frequency distributions, measures of location and variation, and normal distribution with applications to biology, psychology, and the social sciences. Prerequisite: Mathematics 208.
301. Linear Algebra
Linear equations, vector spaces, linear transformations, determinants and matrices.
302. Modern Algebra
Introduction to abstract algebra, groups, rings, integral domains, fields.
303. Selected Topics in Mathematics
A junior-senior level course for which the subject matter will change from year to year. Topics will be chosen from geometry, probability and statistics, theory of numbers, topology, and numerical analysis.
351-352. Independent Study in Mathematics
Individual study, with the guidance of a faculty supervisor, involving command of the forms and usages of the formal paper. Topics are usually chosen from the following fields: Number Theory, Partial Differential Equations, Complex Variables, Topology, Probability and Statistics, Geometry, or other topics approved by the department.
401. Real Analysis I
Theory of limits, continuity, differentiation, integration, sequences and series. Prerequisite: Mathematics 201.
402. Complex Analysis
Complex numbers, limits, continuity, analytic functions, power series. Prerequisite: Mathe- matics 401.
Physics
Major in physics: Physics 201, 202, 301, 302, 311, 312, 351-352. Related courses required for the major in physics: Mathematics 103, 201, 203, 301; Chemistry 201, 401, 402; Computer Science 219. The requirement in foreign language may be met with German or French. Any freshman who thinks he will major in physics (or any science) should take mathematics fall term of his freshman year.
201. Physics of Motion and Heat
A study of Newton's laws of motion, laws of conservation of energy and momentum, physical properties of matter, and heat. Laboratory exercise to demonstrate the principles being studied. Prerequisite: Mathematics 103.
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202. Physics II
A study of oscillations, sound, light, geometric optics, electricity, magnetism, and DC and AC circuits. Laboratory exercise to demonstrate principles being studied. Prerequisite: Mathe- matics 103.
301. Theoretical Mechanics I
A study of particles and rigid body dynamics, free and forced oscillation, and central force fields. Prerequisite: Physics 201 and Mathematics 202.
302. Theoretical Mechanics II
Continuation of the study of classical Newtonian mechanics and introduction of the concepts of Lagrange and Hamilton. Prerequisite: Physics 301.
311. Electromagnetics I
A comprehensive study of electrostatics and magnetostatics, including Gauss' Law and Am- pere's Circuital Law. Simultaneous laboratory experiments are devoted to electrical mea- surements. Prerequisite: Physics 202 and Mathematics 203.
312. Electromagnetics II
Maxwell's equations are used as a basis for study of electromagnetic radiation from moving charges. Physical optics is naturally developed from radiation theory. Simultaneous labora- tory experiments are devoted to electronics. Prerequisite: Physics 311.
351-352. Independent Study in Physics
Independent research required of all majors. Each student is expected to design and carry out a unit of research in an area of his choice and to record the results in a paper prepared as for publication in a scientific journal.
Computer Science Although a major in computer science is not offered, an individualized major can be created to prepare students for graduate school in computer science. One such program might be: Computer Science 218, 219, 351-352; Physics 201, 202; Mathematics 103, 201, 203, 301, 208, 209. Any freshman thinking along this route should take mathematics his first term at Mary ville.
218. Programming in BASIC
The operation of a digital computer and programming techniques in BASIC. The problems will be interdisciplinary; thus the course should be of interest to any student, although emphasis will be on problems in the social and natural sciences.
219. Numerical Analysis with FORTRAN
A study of numerical methods as applied to solutions of differential equations, matrices, series approximations, integration, and curve fitting using a digital computer and FORTRAN. No prior knowledge of FORTRAN language is necessary, but a knowledge of programming techniques is assumed. Prerequisites: Mathematics 203 and Computer Science 218.
MEDICAL TECHNOLOGY
WILLIAM E. ELLIOT, M.D., Associate Pathologist and Director
of School of Medical Technology, Blount Memorial Hospital;
ELGIN P. KINTNER, M.D., Pathologist; DEANE brown, B.A., M.T.
(ASCP), Teaching Supervisor
The major in medical technology is offered through a cooperative
arrangement with the School of Medical Technology of the Blount Memorial
Hospital, which adjoins the college campus. This school is fully accredited by
the American Medical Association. All of the work in medical technology,
including Independent Study, is given at the Hospital.
The four-year course leads to theBachelorof Arts degree and registration as a medical technologist. Students in this program will take a comprehensive examination administered by the School of Medical Technology.
The work of the first three years of the course is taken entirely at the College. The fourth year, including a summer of full-time work, is taken at Blount Memorial Hospital. Upon satisfactory completion of the course in medical technology, Independent Study and the comprehensive examina- tion, the student is granted the Bachelor of Arts degree by the college.
Each student who selects this major should apply to the Director of the School of Medical Technology for entry to the School at the beginning of the freshman year and in no case later than the beginning of the junior year. At the time of application arrangement will be made for the student to take the aptitude test in the field of medical technology administered by the Department of Employment Security of the State of Tennessee. The capacity of the School, however, is limited; applicants are accepted on the basis of scholarship and overall fitness for the profession. Students who anticipate attending another school of medical technology are advised to take either a biology or a chemistry major and to consult the director of the school to be attended as to specific admission requirements. In this case, how- ever, the student would not receive the Bachelor of Arts degree after com- pletion of the medical technology course.
Major in medical technology: Courses in medical technology, including Independent Study, amounting to a total of 10 college courses.
Related courses required for the major in medical technology: Biology 201, 204, 302, 305; Chemistry 201, 202, 203, 301; Mathematics 101. Substitutions for these courses may be permitted on recommendation of the Director of the School of Medical Technology. The core requirement in foreign language will be taken in French or German.
MUSIC
PROFESSORS BLOY and harter; associate professors KiNSiNGER and s. schoen; assistant professors bonham,
KULL, V. SCHOEN, and STALLINGS The curriculum in music follows the requirements of the National As- sociation of Schools of Music, of which the College is an institutional mem- ber.
Major in music {Bachelor of Music and Bachelor of Arts degrees): Music 201-204, 311-314, 351-352. A piano proficiency test must be satisfactorily completed before one enters Music 351. Music majors must elect one area of concentration and complete satisfactorily its requirements for gradua-
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tion in addition to the required general core courses (Bachelor of Arts only) and music major courses. Music majors are expected to participate in a music organization related to their performing medium.
Bachelor of Music degree students major in either Music Education or Applied Music, including composition, harpischord, organ, piano, voice, a string, brass, or woodwind instrument. Junior (half) and senior (full) recitals are required of Applied Music majors; a junior (half) recital is re- quired of Music Education majors in the senior year. Music course require- ments are completed with from nine to twelve courses in Performance Studies, which include applied lessons, ear training, orchestration, conduct- ing, literature, and pedagogy. At least ten courses outside the field of music are required: English 105; Non-Western Studies 301; Fine Arts 201 (or one course in Art or Speech-Theatre 210, 211, 212 or 311); Philosophy 101; Reli- gion 201, 221, or 224; one course each in English Literature, History or Social Science, and Science or Mathematics; and two or three courses outside the field of music. Four additional courses are elected by the student. Music Education majors must elect those courses in the field of Education to meet teacher certification.
Bachelor of Arts degree music majors choose an area of concentration from Music Theory and Literature, Music Education, or Applied Music. Private and/or class applied music is taken each term as prescribed by the music faculty. Two of the following related courses are recommended: one course in Speech-Theatre, one course in Art, Psychology 201, and Educa- tion 211. The core requirement in foreign language may be met with any modern language.
201. Basic Structures of Music and Elementary Counterpoint
The aural and visual comprehension of musical elements and their application. Fundamentals, basic melody, decorative pitches, developmental processes in melody writing, voices in com- bination, and chord structure. No prerequisite.
202. Intermediate Part-Writing
Continuation of Music 201. Four-voice homophonic texture, functional chords and the dominant seventh, inversions, two- and three-part form, secondary dominants, and modulation.
203. Advanced Counterpoint
Continuation of Music 202. Nondominant sevenths, embellishing diminished chords, Neapoli- tan and augmented sixth chords, variation forms, and fugue.
204. Advanced Harmony
Continuation of Music 203. Sonata-allegro form: ninth, eleventh, and thirteenth choras: foreign modulation; twentieth-century melody, harmony, and tonality.
305. Church Music
A study of the worship of the church, its background, the various corporate expressions, and their music.
306. Elementary School Music for Elementary Education Majors
A course in music for classroom teachers based on participation in singing, listening, rhythmic, instrumental, and creative activities. No prerequisite.
307. Methods and Materials in Music, Grades 1-12
A study of methods and materials for general vocal and instrumental music classes. Prerequi- site: Education 211.
311. Music History and Styles: Antiquity Through the 16th Century
A study of Western music and musicians in historical sequence, with emphasis on musical trends and styles; bibliography, independent research, and analysis. No prerequisite.
312. Music History and Styles: 17th and 18th Centuries
Continuation of Music 311.
313. Music History and Styles: 19th Century
Continuation of Music 312.
314. Music History and Styles: 20th Century
Continuation of Music 313.
315. Seminar in Music
A course in which the subject matter will vary from year to year, to be chosen from topics not dealt with in departmental course offerings. No prerequisite.
351-352. Independent Study in Music
Individual study, with the guidance of a faculty supervisor. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
Applied Music
A student may take either one half-hour lesson per week or two half- hour lessons per week, which, at the discretion of the teacher, may be given in a one-hour lesson. Registration in the fall includes the ten-week term plus the three-week interim. The second registration covers the winter and spring terms. Registration for a single ten-week term is permitted by approval of the music faculty. Registration for applied music is permitted only upon completion of a satisfactory audition.
Class instruction is in group lessons meeting two hours per week. Reg- istration for class instruction may be made for each ten-week term offered. There will be no class instruction during the three-week interim.
Auditions for placement in applied music (private or class) must be taken at the time of entrance for new students, and at pre-registration ^or others.
Students majoring in other fields may elect to study applied music in addition to the normal three-course load and upon meeting audition require- ments before registering.
Ensemble Courses in Band, Choir and Orchestra
One elective course credit will be given for each full year of participa- tion after one year of apprenticeship in band, choir or orchestra. The total credit is not to exceed two courses and is to be in addition to the 40 courses required for graduation. A student may receive credit for one year of band and one year of orchestra (or other combinations) provided he has served one year apprenticeship in each organization. One physical edu- cation course credit (team sport) will be granted for participation in
marching band (Fall Term).
141, 241, 341, 441 (a,b,c) Band
142, 242, 342, 442 (a,b,c) Choir
143, 243, 343, 443 (a,b,c) Orchestra
Private Applied Music One or two lessons weekly throughout the school year.
a. For music majors with concentration in any chosen applied area, the requirement is three to four years of study emphasizing the establish- ment of a good technique and the learning of a repertoire with a balanced representation of all types of literature for any applied area. Performance on student recitals and jury examinations are required.
b. For all other students who elect private study in any chosen applied area, the requirement is the development of a basic technique and a service- able ability to express oneself musically through the chosen applied area. Performance in repertoire class each term and jury examinations are re- quired.
Areas of Private Applied Study
Composition
Development of basic techniques in the structure and craft of musical composition. Writing in all forms according to the individual abilities. Music 202 prerequisite.
Harpsichord
Manual techniques and principles of registration. Study of ornamenta- tion, phrasing, and various tonal attacks. Repertoire to include recitative and aria accompaniment style in such works as Handel's Messiah and other works as specified by the instructor.
Organ
Manual and pedal techniques, fundamental principles of registration. Proficiency in contrapuntal technic. accompanying of hymns, anthems and chants, general service playing. A minimum standard repertoire spec- ified by the instructor, covering representative styles.
Piano
Etudes chosen from Czerny School of Velocity, Op. 299, selected Chopin Etudes, Op. 10 and 25, and other similar works. Proficiency in all major and minor scales, arpeggios, pedaling practices, tone production and phras- ing, and a minimum standard repertoire specified by the instructor, cover-
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ing representative styles.
String Instruments (Violin, Viola, Cello, Double Bass]
Selected studies adapted to the individual needs of the student. A mini- mum standard repertoire for solo and orchestral media covering repre- sentative styles, specified by the instructor.
Voice
Development and control of the mechanism, tone building, controlled breathing, and the physical activity of singing. A minimum standard rep- ertoire specified by the instructor, covering representative styles.
Wind Instruments (Brasses, Woodwinds]
Basic fundamentals and techniques in study methods for the particular instrument. A minimum standard repertoire in solo and orchestral media, covering representative styles, specified by the instructor.
First Year
121. Performance Studies
121a. Private Applied (2 lessons)
121b. Musicianship I
Basic fundamentals of music covering rhythm, sound-dynamics, phrasing, practice and mem- ory, performance and criticism.
122. Performance Studies 122a. Private Applied
122b. Musicianship II
Basic fundamentals of music covering acoustics, physics of sound relative to various classifi- cation of instruments and voice, ensemble and accompanying, ensemble rehearsal techniques and contemporary instrumental innovations.
123. Performance Studies 123a. Private Applied
123b. Major Instrument I
Specific techniques related to practicing and performing of the student's major area of per- formance.
Second Year
221. Performance Studies
221a. Private Applied (1 or 2 lessons)
221b. Advanced Ear Training
Comprehensive drill in sight-singing and dictation.
221c. Class Strings I
Basic techniques and appropriate methods and materials of teaching instruments of the string family.
222. Performance Studies
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222a. Private Applied
222b. Orchestration I
Fundamentals of orchestra arrangements and transcriptions.
222c. Class Strings II
Continuation of 221c.
223. Performance Studies 223a. Private Applied
223b. Orchestration II
Continuation of 222b.
223c. Class Brass
Basic techniques and appropriate methods and materials of teaching instruments of the brass family.
Third Year
321. Performance Studies
321a. Private Applied (1 or 2 lessons)
321b. Major Instrument II
Continuation of 123b.
321c. Class Woodwinds I
Basic techniques and appropriate methods and materials of teaching instruments of the wood- wind family.
322. Performance Studies 322a. Private Applied
322b. Conducting I
Fundamentals of choral and instrumental conducting.
322c. Class Woodwinds II
Continuation of 321c.
323. Performance Studies 323a. Private Applied
323b. Conducting II
Continuation of 322b.
Fourth Year
421. Performance Studies
421a. Private Applied (1 or 2 lessons)
421b. Pedagogy
Techniques and materials of instruction from elementary through more advanced levels of student's chosen area of performance.
421c. Class Percussion
Basic techniques and appropriate methods and materials of teaching instruments of the per- cussion family.
422. Performance Studies 422a. Private Applied
422b. Literature I
Comprehensive study and reading performance of literature in all periods in the student's
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chosen pertorming area. 423. Performance Studies 423a. Private Applied
423b. Literature II
Continuation of 422b.
423c. Class Voice
Basic techniques and appropriate methods and materials of teaching voice.
There may be, under special circumstances, instances when it is ad- vantageous for a student to take private advanced lessons with off-campus instructors, and this may be done after consultation with and approval of the chairman of the department. Arrangements for such lessons, pay- ment of fees, and any necessary transportation must be the responsibil- ity of the student.
Class Applied Music
Class applied lessons in the following groups provide beginning in- struction and methods for public school teaching: Brasses, Percussion, Strings, Voice, and Woodwinds.
Class applied lessons in piano provide fundamentals of musicianship and basic keyboard skill.
Course Recognition for Applied Music
For Applied Music and Music Education majors in the Bachelor of Music degree, course recognition is given each term for two private lessons per week, or one private lesson per week plus one class applied area. Perfor- mance Studies classes are an integral part of the applied study.
For Music majors in the Bachelor of Arts degree, course recognition for both class and private applied music study, beginning at a specified level of proficiency, is given as follows:
a. Two lessons per week for a full year in a given private applied music area is equivalent to one course.
b. One lesson per week in a given private applied music area plus one class applied music area for a full year is equivalent to one course. No more than one course is recognized for each year at the sophomore and junior level; no more than two courses are recognized in the senior year.
Students not majoring in music may take applied music as electives toward graduation requirements in the following manner:
a. One course recognition will be given per year for either one half-
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hour lesson per week in each of two performing areas, or two half-hour lessons per week in one performing area.
b. One course recognition will be given at the end of two years for continuous study of one half-hour lesson per week. The performing area may be divided with a minimum of one year's continuous study in each of two media. Course recognition for study begins when college level has been achieved. This excludes beginners. Freshmen may receive course recognition in the same manner as upperclassmen.
124, 224, 324, 424. Private Applied Music
PHILOSOPHY AND RELIGION
PROFESSORS D. STINE and E. STINE; ASSOCIATE PROFESSOR CARTLIDGE; and MR. STEWART
At Maryville College philosophy is regarded not as a specific discipline with a specific subject matter, but as a study that permeates all areas of intellectual concern. Its distinctive task is thus seen to be analysis of an reflection upon the methodologies, basic concepts, and value systems inherent in the sciences and the arts. It presupposes a familiarity with these other disciplines. Since good philosophical work depends upon a thorough grounding in at least one otherareaof human endeavor, students interested in philosophy should major in one of the humanities or sciences with a strong elective course of study in philosophy.
The study of religion, while related to many disciplines in the liberal arts, has an integrity of its own. Religion is both ecumenical and transcultural. It has produced a large body of world literature and has profoundly influenced world-man within the ebb and flow of his whole history.
The major in religion is both broad and deep. For perspective it views the religious phenomena of world-man. At the same time, it focuses on the deep roots af the Christian tradition recorded in the literature of the Bible and in the history of Christian thought, and it faces the hard issues of the contemporary world. Such study provides one avenue through which twen- tieth century man, educated within the context of the liberal arts, may achieve that kind of freedom which is characterized by mature Christian thought and by sensitive Christian action.
Major in religion: 10 courses beyond the core requirements in philosophy and religion, including 4 elective courses in religion, 4 seminar courses, and 351-352. Related courses required for the major in religion: Philosophy 201 or 202 and one other course in philosophy. The core requirement in foreign language may be taken in any language, but students looking foward to graduate work should study either French or German. Those who plan to pursue theological studies should take Greek as a second language.
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Philosophy
101. Man's Search for Meaning
An introduction to the basic human questions about the meaning of life in both its ancient and modern settings, and the search for possible answers to that question through an investigation of such documents and thinkers as the Gilgamesh Epic, Genesis, Job, John, Plato, Pascal, Marx, Freud, Sartre, Camus, and Tillich.
201. History of Philosophy: Greek and Medieval
A study of the history and development of philosophy in Western culture.
202. History of Philosophy: The Renaissance to about 1850
A continuation of the study of the history and development of philosophy in Western culture.
211. Logic
A study of the principles of deductive and inductive reasoning, and of their application. Special attention to the meaning and tests of truth and to the structure of our thinking.
221. American Thought
A study of the history and development of philosophic ideas in America, including religious and social thinking in the seventeenth and eighteenth centuries.
301. History of Philosophy: 1850 to the Present
A seminar course with extensive directed reading, discussion, and a seminar paper. Students have an opportunity to relate their study to their respective fields.
321. Seminar in Philosophy
An advanced study of selected problems in aesthetics, ethics and value theory, epistemology, metaphysics, etc. Study of solutions offered to these problems by various schools of thought. Extensive reading, discussion, and a seminar paper. Students have an opportunity to relate their study to their respective major fields.
322. Seminar in Philosophy
An advanced course in which the subject matter will vary from year to year, the topics to be chosen from the philosophy of culture (322a], the philosophy of history (322b), and the philosophy of science (322c).
350. Individual Study in Philosophy
A special reading program with theguidance of a faculty supervisor subject to the approval of the student's major advisor.
Religion
201. Basic New Testament Beliefs
Introduction to the New Testament through a study of its message as it was applied to crucial religious and historical situations in the first century Church.
205. Pattern of Christian Faith
An investigation of the varieties of belief and action that have developed in the history of Christian thought. Readings will consist of representative selections from major Christian thinkers, historical and contemporary.
221. Old Testament History
Introduction to the Old Testament. Study of selected Old Testament books with special empha- sis on the history of Israel from the Exodus to the Persian period and on the theological inter- pretation of that history.
224. Studies in the Gospels
An intensive study of the Synoptic Gospels with special emphasis on Luke and his view of Christ. The problem of the historical Jesus. Attention to the teachings of Jesus.
310. Seminar in the Phenomenology of Religion
The concern in this course will be an understanding of religious phenomena qua religious rather
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than from sone external viewpoint. Themes which unite all religious phenomena will be stressed rather than those which indicate differences among religions.
312. Non-Western Religions
A survey of the more significant men and movements among the non-Christian religions.
321. Seminar in the Jewish Heritage
Study of the Old Testament Prophets (321al and the History and Traditions of Judaism (321b) in rotation.
332. Seminar in Contemporary Christian Thought
A study of the writings of the leading theologians of the twentieth century. Due attention to crucial religious issues of our time.
334. Christian Ethics
A survey of the ethical theories springing from Christian theology. Emphasis on modern value systems and ethical problem-solving in the light of contemporary Christian thought.
341. Seminar in Religion and Culture
The topics rotate among Religion and Literature (341a), Religion and Science (341b), and Religion and the Arts (341c).
350. Individual Study in Religion
A special reading program with the guidance of a faculty supervisor subject to the approval of the student's major advisor.
351-352. Independent Study in Religion
Individual study with the guidance of a faculty supervisor. This may be a research project which will result in a thesis or extensive essay, but other media of expression are welcome, such as the writing and performance of religious music, the writing and production of a religious drama, or the use of other art forms. Ordinarily taken in the spring term of the junior year and the fall term of the senior year.
401. Seminar in Religion and the Social Sciences
An effort will be made in this course to bring to bear on the phenomena of religion the methodologies, theories, and concepts of the social sciences. The intent will be to discover how one who stands within the traditions of the social sciences can understand not only religions but also his own science. In rotation, the Psychology of Religion (401a) and the Sociology of Religion (401b). Open to religion majors and to others by permission of the Department Chairman.
403. Seminar in the Early Church
Selected topics drawn from problems relating to the history, literature, and theology of the early Church. In rotation, Gospel Research (403a), the History of the Early Church (403b), and Paul's Letters and Theology (403c). Open to religion majors and to others by permission of the Department Chairman.
POLITICAL SCIENCE
ASSISTANT PROFESSOR BRAID and DR. FAHR
A pre-professional major in political science enables the student to spe- cialize in one of several fields, including diplomacy, law, teaching, public management, politics, or general (which includes preparation for graduate school). The course plan for majors will be determined for the individual student according to his intended field of specialization. Requirements in the related fields of history, economics, psychology, and sociology will be determined on a similar basis. The requirement in foreign language may be taken in any modern language.
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201. American Government
The major institutions of policy-making in national, state, and local government, including the changing relationships among these three levels of government.
301. Methods of Social Research
A review of social research methods, emphasizing basic research designs, data collection techniques, sampling, and the analysis, presentation, and interpretation of data; with field or laboratory experience. Identical with Sociology 301.
302. Management of Public and Private Organizations
An introduction to the advancing arts and techniques of management in both governmental and private (especially business) institutions, with attention to practical situations encountered in small and medium as well as large organizations. Identical with Economics 302.
311. Comparative Government
A comprehensive comparative study of political systems with primary attention given to the Western nations.
312. International Politics
Fundamental concepts of international politics and the major characteristics of the international political system, including limited consideration of international law and organization.
321. Political Parties, Pressure Groups, and Public Opinion
Analysis of the organization and functions of political parties and pressure groups and study of the political behavior of the American electorate.
322. U.S. Constitutional Law and Thought
Judicial processes and U.S. Constitutional law doctrine.
341. Political Thought
Comprehensive study of issues in political thought from the perspectives of normative and empirical political theory.
342. Seminar: Selected Topics in Political Science
During the 1973-1974 year the course will involve an intensive study of American political thought from early colonial days to contemporary times.
351-352. Independent Study in Political Science
Individual study, with the guidance of a faculty supervisor, involving command of the forms and usages of the formal paper. Ordinarily taken in the spring term of the junior year and the fall term of the senior year,
PSYCHOLOGY
PROFESSOR WATERS, ASSISTANT PROFESSOR HARRIS, MR. KLEIN, and MR. COX.
Major in psychology: ten courses, including 201, 312, 351-352. Related courses required for the major in psychology: Biology 201, Mathematics 208 and 209. The requirement in foreign language may be taken in French, German, or Spanish.
201. General Psychology
Fundamental principles of human behavior. Attention to the aims and methods of psychology, maturation and development, motivation, emotion, learning, perception, personality and be- havior disorders. Although Psychology 211 does not have Psychology 201 listed as a prerequi- site, the student should note that it would be to his advantage to take Psychology 201 prior to taking any other course in psychology.
211. Child Development
Growth and development of the child from birth to maturity. Physical, intellectual, social, and emotional aspects of growth are considered as they relate to various stages of maturity.
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301. Culture and Personality
Man the social animal is studied from the viewpoint of the sociologist, anthropologist, and the psychologist. Man's cultural interactions and their impact on his personality are analyzed and discussed. Prerequisite: Psychology 201.
312. Experimental Psychology
Consideration of the scientific method in psychology. Study in such areas as structure and func- tion, motor processes, sensation, perception and attention. Laboratory practice. Prerequisite: Psychology 201, Mathematics 209.
313. Psychology of Learning
The basic principles and theories of learning. Special emphasis will be given to empirical laws and controlled studies which illustrate these laws. Laboratory practice. Prerequisite: Psychol- ogy 201, Mathematics 209.
321. Social Psychology
Interaction of individuals in social situations considering the human social animal from infant to death. Attitudes, values, beliefs, perceptions, conformity, power, and leadership are some of the major topics to be studied.
331. Abnormal Psychology
A psychological approach to behavioral deviation. Attention given to the extent, causes, symp- toms, treatment, and prevention of psychoses, neuroses, and mental deficiency. Prerequisite: Psychology 201.
333. Counseling
Study of counseling techniques in such settings as the school, industry and the clinic. Special emphasis on psychological testing procedures and interviewing. Prerequisite: Psychology 201.
342. Seminar: Selected Topics in Psychology
Advanced study of major areas which will vary from year to year. Prerequisite: Psychology 201.
351-352. Independent Study in Psychology
Individual study, with the guidance of a faculty supervisor, generally involving a laboratory or field research problem and a scientific paper reporting the results.
SOCIOLOGY
VISITING PROFESSOR WILLEY, DR. MURRAY, and MR. OLSEN
The Sociology Department recognizes that its course offerings can meet the needs of students whose interests in majoring in the field have two dif- ferent motives. First, there are those students who look toward professional careers that required specialized post-graduate training: college or univer- sity teaching, social work in its various specialties, public administration and planning, specialized sociological research. Secondly, there are those students who do not contemplate careers in the sociological field, but who regard a major in sociology as the basis for a good general education, as well as sound preparation for such fields as law, the ministry, secondary school teaching, and journalism. Obviously the specific pattern of course requirements will be different for these two groups, and accordingly the department offers dual majors: one for the pre-professional student, one for the general student. This device provides the flexibility necessary for meeting the individual needs, motivations and interests of majors in sociol- ogy.
The pre-professional major: 7 courses, including 201, 301, 304, 341, 343, 351-352. Related courses required: Mathematics 208, 209; Psychology 321; 5 courses from among the following, depending on the student's objectives: 202, 211, 315, 321, 350; Psychology 301, or Economics 302.
The genera] major: 7 courses, including 201, 202, 301, 315 or 321, 343 and 351-352; 5 courses from the following, depending on the student's inter- ests and purposes: 202, 211, 315, 350; Economics 302; Geography 303; Psy- chology 303, 321; Science 201.
A pre-professional major, with approval of the department, may ar- range an off-campus internship for one term, for which 9 credits will be al- lowed toward the completion of major requirements, but with the stipula- tion that the courses not taken in lieu of the nine credits must be from the departmental electives open to the student.
The core requirement in foreign language may be met in any modern language.
201. Principles of Sociology
A study of the basic concepts of contemporary sociology and tfie analysis of social institutions. The course is designed to give the student an outline or framework in terms of which he can look at modern society.
202. Sociology of Deviance
An inventory of the leading theories pertaining to particular types of deviance. An examina- tion of deviation, stigmatization, and social control from the sociological perspective, with particular emphasis on American cultures. Field trips may be required.
211. Cultural Anthropology
A survey of man's biological and cultural evolution, with special emphasis on the comparative study of culture and cultural differences and their impact on social behavior among various peoples.
215. Marriage and the Family
An exploration of biological, cross-cultural and historical factors as they relate to the family as a social institution and contemporary patterns of marital interaction and family organi- zation.
301. Methods of Social Research
A review of social research methods, emphasizing basic research designs, data collection tech- niques, sampling, and the analysis, presentation and interpretation of data; with field or lab- oratory experience.
304. Social Organization
A systematic and comprehensive presentation of the basic ideas, concepts, and theories of social organization and the factors that influence it. Prerequisite: Sociology 201.
321. Community Studies
A review of urban society and its development with special emphasis on the community as a unit of analysis. Field and laboratory study, focusing primarily on the cities of Maryville and Alcoa, and their relationship to the broader region of which they are a part, will be required. Prerequisite: Sociology 201.
341. Social Theory
A systematic study of the major frames of reference in sociology today and the historical re-
99
finement of major sociological concepts, such as conflict, status, role, power, etc.; with some attention to the nature of theory construction and the relationship between theory and empiri- cal research. Prerequisite: Sociology 201.
343. Seminar: Selected Topics in Sociology
An intensive study each year of one or more areas of major sociological concern: such as crim- inology, population, race relationships, mass communication, symbolic interaction and small group analysis. Prerequisite: Sociology 201.
351-352. Independent Study in Sociology
Individualized study, with the guidance of a faculty advisor, involving command of the forms and usages of the formal paper. Required of all majors. Ordinarily taken in the spring term of the junior year and fall term of the senior year.
SPEECH-THEATRE
ASSISTANT PROFESSOR JONES and MR. BEASLEY
Major in speech-theatre: 10 courses, including 203, 321, 351-352, Re- lated courses required for the major in speech-theatre: Psychology 201 and two or more courses in literature, philosophy, or the social sciences selected in consultation with the advisor. The requirement in foreign language may be taken in any language. Each major is required to participate in either forensics or the Playhouse for at least six terms.
101. Fundamentals of Communication
Basic communication theory and practice. Recommended as an elective for all students.
201. Advanced Public Speaking
Development of individual effectiveness and style as a speaker through critical analysis of contemporary public address. Prerequisite: Speech 101 or permission of the instructor.
202. Voice and Articulation
A study of the anatomy and physiology of the speech mechanism, with attention to techniques of good voice production and articulation. The International Phonetic Alphabet is used as a basic learning tool. Prerequisite: Speech 101 or permission of the instructor.
203. Oral Interpretation
Practice in the expressive reading of literature to develop insight and personal ability to share it with an audience. Practice in individual reading and lecture recitals.
210. Introduction to Theatre
The scope and significance of the dramatic arts and the modern theatre. Understanding the contributions of the playwright, director, actor, designer, and critic. Lecture-discussion pro- cedure. Student preparation includes attending plays and films and the reading of dramatic literature. Special emphasis given to evaluation of modern theatre in America and its potential for the future.
211. Play Production: Stagecraft
Theory and practice of scenery, property, and costume construction, stage lighting, scene painting, and make-up.
212. Acting
Theory and principles of acting. Designed to meet the needs of those directly concerned with theatre production, but valuable also for liberal arts students seeking to make better use of imagination and poise in social or professional situations. Laboratory exercises progress from simple behavior in imaginary situations to acting in cuttings from great dramas.
311. Play Production: Directing
An advanced course in the theory and practice of play production. Consideration of the direc-
100
tor's role in the theatre with specific reference to the selection and analysis of a play, organi- zation procedures, and direction of the actor.
312. History of the Theatre
A study of the historical evolution of theatre and dramatic literature from the Greeks to Ibsen, the realistic theatre to the Avant Garde. Special emphasis on new dramatic forms, evolution of physical theatres and staging, and personalities of each period. Not restricted to majors.
321. Seminar in Public Address
Individual research problems in public address. Investigation of the development of concepts relating to public speaking from Plato and Aristotle to the present day.
351-352. Independent Study in Speech-Theatre
An individual study project that will have as its end result the presentation of a well-researched thesis or an approved project in speech, theatre, radio, or television. Ordinarily taken in the fall and winter terms of the senior year.
WHO'S WHO
In the last analysis, Maryville College is people— many kinds of people fulfilling a variety of different roles. The names of some of them are listed in this chapter. Some are administrative officers who have responsibility for the ongoing functioning of the College. A number teach in the classroom, and you will see on the pages which follow that they have unusually fine academic credentials. There are librarians, secretaries, maintenance and housekeeping personnel, and residence hall counselors — each one contributing his or her part to the total life of the community. A small group of men and women who have distinguished themselves in business or the professions constitute the board of directors and maintain ultimate oversight of the program of the College and the utilization of its financial re- sources in the conduct of that program. Finally, there are the stu- dents, in whose interest the College came into being and without whom it could not continue; and in the directories which follow you will find the names of the most recent class graduates, young men and women who cast their lot with Maryville and have now gone out as alumni to make their own careers.
Yes, Maryville College is people. A list of names is an inadequate way to introduce them to you. We can only ask that you rernember that behind each name is a person, and that together these persons make Maryville the vital learning community of which we hope you will want to be a part.
101
Officers and Faculty, 1973-1974
(The year opposite each name is that of first appointment]
Administrative Officers
JOSEPH J. COPELAND, B.A., B.D., D.D.. LL.D 1961
President
On the iVIr. and Mrs. Charles Oscar Miller Memorial Foundation.
B.A., Trinity University; B.D., McCormick Theological Seminary, 1939; Honorary Degrees;
D.D., Trinity University, 1950, and LL.D., Maryville College, 1960.
RALPH WALDO LLOYD, B.A., B.D., D.D., LL.D.,
Litt.D., L.H.D., S.T.D., Pd.D 1930
President Emeritus
B.A., Maryville College; B.D., McCormick Theological Seminary, 1924; Honorary Degrees: D.D., Maryville College, 1929; LL.D., Centre College, 1940, and University of Chattanooga, 1953; Litt.D., Lake Forest College, 1954, and Westminster College, Utah, 1955; L.H.D., Lincoln Memorial University, 1955; S.T.D.. Blackburn College, 1955; Pd.D., Monmouth College, 1961.
CAROLYN LOUISE BLAIR, B.A., M.A., Ph.D 1948
Dean of the College
B.A., University of Montevallo; M.A., 1948, and Ph.D., 1961, University of Tennessee.
FRANK DeLOSS McCLELLAND, B.A., M.S., LL.D 1937
Dean Emeritus and Assistant to the President
B.A., Grove City College; Pennsylvania State College, 1922, 1923; M.S., 1929, and LL.D., 1936,
Grove City College.
RAYMOND IRVING BRAHAMS, JR., B.A., M.A 1958-1966; 1969
Administrative Assistant to the President
B.A., Maryville College; M.A., Univeristy of Colorado, 1952.
HUGH RANKIN CRAWFORD, JR., B.A 1961
Assistant Business Manager and Purchasing Agent B.A., Maryville College.
DONALD PETER ELIA, B.S. in Ed 1968
Dean of Men
B.S. in Ed., Maryville College; University of Tennessee, 1969-1971.
RICHARD L. HARRISON, B.A., B.D 1970
Chaplain
B.A,, Carroll College; B.D., McCormick Theological Seminary, 1952; San Francisco Theological
Seminary, 1969, 1972.
GEORGE ALBERT KRAMER, A.B., M.Ed., Ed.D 1972
Dean of Student Relations
A.B., Rutgers University; M.Ed., ibid., 1939 and Ed'.D., ibid.. 1958.
DANIEL FRANK LAYMAN, B.A 1956
Treasurer and Business Manager B.A., Carson-Newman College.
VIOLA LIGHTFOOT, B.A., L.H.D 1934
Registrar
B.A., Maryville College; University of Tennessee, 1963; L.H.D., Maryville College, 1972.
EDITH FRANCES MASSEY, B.A., M.S 1947
Dean of Women
B.A., Maryville College; M.S., University of Tennessee. 1955; Florida State University, 1963,
1964.
102
WILLIAM A. RIBBLE 1967
Director of Student Aid Ball State University
WILLIAM S. RICHARDSON, III, B.A., Ph.D 1970
Director of Development and Alumni Relations
B.A., Huntingdon College; Ph.D., University of Alabama, 1971.
MILTON L. SMITH, B.A., M.S 1970
Resident Counselor in Development
B.A., Goshen College; M.S., University of Pennsylvania, 1936.
CLYDE USSERY. B.S 1971
Director of Communications
B.S., University of Tennessee; ibid., 1969-70.
Faculty of Instruction
JOSEPH J. COPELAND, B.A., B.D., D.D., LL.D. President
BOYDSON HOWARD BAIRD, B.A., M.S 1959
Associate Professor of Health and Physical Education and Director of Athletics B.A., Maryville College; M.S., Indiana University, 1948.
BLAIR EDWARD BEASLEY, JR., B.A., M.A., M.F.A 1972
Instructor in Theatre and Speech
B.A., Pfeiffer College; M.A., University of Mississippi, 1965; M.F.A., University of North Caro- lina at Greensboro, 1972.
CHARLOTTE HUDGENS BECK, B.Mus., M.A., Ph.D 1966
Assistant Professor of English
B.Mus., University of Tennessee; M.A, ibid.. 1966, and Ph.D., ibid., 1972.
THELMA E. BIANCO, B.S.Ed., M.A 1971
Instructor in Art
B.S.Ed.. Texas Technological University; M.A., Texas Woman's University, 1969.
CAROLYN LOUISE BLAIR, B.A., M.A., Ph.D 1948
Professor of English
B.A., University of Montevallo; M.A., 1948, and Ph.D., 1961, University of Tennessee.
J-AMES ALBERT BLOY, B.A., B.Mus., M.Mus., S.M.D 1953
Professor of Music
B.A., and B.Mus., North Central College; M.Mus., Eastman School of Music, 1953; New York Uni- versity, 1960; S.M.D., School of Sacred Music, Union Theological Seminary, 1964.
ROBERT JOHN BONHAM, B.Mus., M.Mus 1965
Assistant Professor of Music
B.Mus., Phillips University; M.Mus., University of Kansas, 1964.
LAWRENCE A. BOROVIAK, B.S., M.A., Ed.D 1971
Associate Professor and Chairman of the Department of Health and Physical Education
B.S., Florida State University; M.A., Eastern Kentucky University, 1967; Ed.D., University of
Tennessee, 1971.
ROBERT BRUCE BRAID, JR., B.S., M.A., Ph.D 1971
Assistant Professor and Chairman of the Department of Political Science B.S., Lambuth College; M.A., 1967, and Ph.D., 1970, University of Tennessee.
ARTHUR STORY BUSHING. B.A., M.A 1947
103
Associate Professor of English
B.A., Maryville College; M.A., 1948, and 1951-1953, 1966-1968, University of Tennessee; Univer- sity of lov^/a, 1948, 1949; Duke University, 1956.
*DAVID RAY CARTLIDGE, A.B., B.D., Th.D 1966
Associate Professor of Philosophy and Religion
A.B., College of Wooster: B.D., McCormick Theological Seminary, 1957; Th.D., Harvard Uni- versity, 1969.
RALPH THOMAS CASE, B.A., B.D., Ph.D 1939
Independent Study Editor
B.A., Parsons College; B.D., McCormick Theological Seminary, 1919; Ph.D., University of Iowa,
1929.
HERMA RAMSEY CATE, B.A., M.A 1965
Assistant Professor of English
B.A., Berea College; M.A., University of Tennessee, 1961.
RALPH STOKES COLLINS, B.A., M.A., Ph.D 1935-1945; 1967
Professor and Chairman of the Department of Foreign Languages
B.A., University of North Carolina; M.A., ibid., 1931; University of Munich, Germany, 1932- 1933; East Carolina College, 1933-1934; Middlebury College, 1936-1937; Ph.D., Johns Hopkins University, 1938; Russian Institute, Columbia University, 1948-1949; U.S. Army School, Regens- burg, Germany, 1951-1952.
GEORGE DOUGLAS COX, B.A 1972
Lecturer in Psychology
B.A., Maryville College; University of Tennessee, 1971-1973.
WILLIAM HUNTER DENT, B.A., M.S., Ph.D 1964
Assistant Professor of Mathematics
B. A., Maryville College; M.S., University of Kentucky, 1963; Ph.D.. University of Tennessee, 1972.
ARNOLD KENNETH ELLIOTT, B.A., M.S.W 1970
Lecturer in Sociology
B.A., Providence College; M.S.W., Florida State University, 1957.
ANNE-MARIE LEMAIRE FAHR, Doct. Dr Int 1971
Instructor in Political Science
Diploma, Institut d'Etudes Politiques, Universite de Lyon, France; Doct. Dr Int., Universite de
Paris, 1969; University of Tennessee, 1970-1971.
THOMAS LEE FERRELL, B.S., Ph.D 1969
Assistant Professor of Physics
B.S., Auburn University; Ph.D., Clemson University, 1969.
GLEN LLOYD FOSTER, B.S., M.S 1969
Assistant Professor of Education and Director of Maryville College Environmental Education
Center at Tremont
B.S., Virginia Polytechnic Institute; M.S., University of Kansas, 1958.
ELIZABETH THOMAS FOWLER, B.S., B.D., M.A., Ph.D 1969
Assistant Professor of English
B.A., Birmingham-Southern College; B.D., Vanderbilt University, 1940; M.A., 1963, and Ph.D.,
1968, University of Tennessee.
DON G. FRANKS, B.S., M.S 1971
Lecturer in Economics
B.S., Middle Tennessee State University; M.S., University of Tennessee, 1941.
FILI GONZALEZ GILL, B.A., B.Mus., M.Mus 1972
*0n leave of absence for advanced study, winter and spring terms, 1972-1973.
104
Instructor in Music
B.A.. Ohio Dominican College: B.Mus., M.Mus.. Cincinnati Conservatory of Music, 1948.
ARTHUR HENRY HAFNER, Ph.B., M.A., Ed. D 1969
Professor and Chairman of the Department of Education
Ph.B., Muhlenberg College; M.A., Lehigh University, 1946; Ed.D., Columbia University, 1955.
MARIA W. HANSON, B.A., M.A 1972
Instructor in French
B.A., Bucknell University; M.A., Johns Hopkins University, 1971; and 1971-1972.
GAILPILLEY HARRIS, B.A., Ph.D 1972
Assistant Professor of Psychology
B.A., Vanderbilt University; Ph.D., ibid., 1968.
HARRY HAROLD HARTER, B.A., M.Mus., S.M.D 1947
Professor of Music and Chairman of the Department of Fine Arts
B.A., San Jose State College; M.Mus., University of Nebraska, 1947; S.M.D., School of Sacred
Music, Union Theological Seminary, 1961.
GERALD LEE HASTY, B.S., M.A 1971
Instructor in Health, Physical Education
B.S., East Carolina University; M.A., Appalachian State University, 1964.
ALICE LYNN HOWELL, B.A., M.A., M.S.L.S 1968
Assistant Professor and Catalog Librarian
B.A., University of Tennessee; M.A., ibid., 1934; M.S.L.S., University of Kentucky, 1968.
*ELIZABETH HOPE JACKSON, B.A., M.A., Ph.D 1935
Professor and Chairman of the Department of English
B.A., Smith College; Editorial staff, Webster's New International Dictionary, 1930-1935; M.A.,
University of Michigan, 1940; Ph.D., University of Colorado, 1956; Leeds University, England,
1963.
THOMAS E. JONES, B.S.Ed., M.F.A 1962
Assistant Professor of Theatre and Speech
B.S.Ed., Northern Illinois State University; M.F.A., Ohio University, 1952; Ohio State University,
1956, 1957; Indiana University, 1963; Louisiana State University, 1967-1968.
SIDNEY R. JUMPER, B.A., M.S., Ph.D 1969
Lecturer in Geography
B.A., University of South Carolina; M.S., ibid., 1953; Ph.D., University of Tennessee, 1960.
LAUREN FORREST KARDATZKE, B.S., M.Ed 1961
Assistant Professor of Physical Education
B.S., William and Mary College; M.Ed., ibid., 1961.
DAN HOWARD KINSINGER, B.A., M.Mus., D.M.A 1954
Associate Professor of Music
B.A., Eureka College; M.Mus., Northwestern University, 1953; D.M.A., University of Illinois,
1971.
ANDREW L. KLEIN, B.A., M.A 1972
Instructor in Psychology
B.A., University of Florida; M.A., University of South Florida, 1970; Tulane University, 1970-
1972.
GEORGE ALBERT KRAMER, A.B., M.Ed., Ed.D 1972
Professor of Education
A.B., Rutgers University; M.Ed., ibid., 1939, and Ed.D., ibid., 1958.
*On leave of absence for advanced study, winter and spring terms, 1972-1973.
105
MARJORIE THIEL KRATZ, B.A., M.A., Ph.D 1968
Assistant Professor of History
B.A., University of Massachusetts; M.A., ibid., 1960; Ph.D., University of Oregon. 1965.
LEWIS LEE KULL, B.Mus., M.Mus 1969
Assistant Professor of Music
B.Mus., University of Texas; Trenton State College, 1962-1963; M.Mus., University of Houston,
1968.
EDITH MERLE LARGEN, B.S., M.S 1949
Associate Professor of Physical Education
B.S., Maryville College; M.S., University of Tennessee, 1951; and 1960.
WALLACE LEIGH LEWIS, B.A., M.A., Ph.D 1962
Associate Professor of History
B.A., University of Akron; M.A., 1960, and Ph.D., 1969, University of Iowa.
NORMAN DUANE LOVE, A.B., M.A., Ph.D 1967
Associate Professor and Chairman of the Department of Mathematics and Physics A.B., Albio
A.B., Albion College; M.A., Western Michigan University, 1962; Ph.D., Michigan State Univer- sity, 1967.
KATHRYN WORLEY MARTIN, B.A., M.A 1950
Assistant Professor of Spanish and French
B.A., Vanderbilt University; M.A., 1943, and 1949-1950, ibid., Universidad Internacional Menen-
dez y Pelayo, 1956; University of Madrid, 1956-1959, 1967-1968.
ANDREW L. MILES, B.S 1971
Instructor in Education and Assistant Director of Maryville College Environmental Educotion
Center at Tremont
B.S., East Tennessee State University; University of Tennessee, 1967-1971.
RODERIC LAFAYETTE MURRAY, III, A.B., M.Div., D.Div 1972
Lecturer in Sociology
A.B., Western Kentucky University; M.Div., 1969, and D.Div., 1971, Vanderbilt University.
JOHN WILLIAM NICHOLS, B.S., M.S., Ph.D 1967
Assistant Professor of Mathematics
B.S., Maryville College; M.S., 1967, and Ph.D., 1972, University of Tennessee.
DONALD B. OLSEN, B.A., M.A 1970
Instructor in Sociology
B.A., California State College at Los Angeles; M.A., University of Tennessee, 1970, and 1971-
1972.
CHOI PARK, B.A., M.L.S 1970
Instructor and Periodicals Librarian and Cataloguer
B.A., Ewha Women's University; M.L.S., George Peabody College for Teachers, 1970.
RUSSELL DEAN PARKER, B.A., M.A., Ph.D 1964
Associate Professor of History and Secretary of the Faculty
B.A., Lincoln Memorial University; M.A., 1951, and Ph.D., 1966, University of Tennessee.
HARRY BAYARD PRICE, B.A., M.A 1970
Professor and Chairman of the Department of Economics B.A., Davidson College; M.A., Yale University, 1933.
THOMAS CHRIS PUROFF, A.B„ B.D.,Ed.M., Ed.D 1968
Assistant Professor of Education
A.B., Heidelberg College; B.D., Eden Theological Seminary, 1959; Ed.M., State University of
New^ York at Buffalo, 1968; Ed.D., University of Tennessee, 1972.
ROBERT CLINTON RAMGER, B.S., M.S., Ph.D 1956
106
Associate Professor of Biology
B.S., Maryville College: M.S., 1962, and Ph.D., 1972, University of Tennessee; University of
Minnesota, 1964-1965.
WILLIAM GALE RHODES, B.S., Ph.D 1972
.Assistant Professor of Chemistry
B.S., North Carolina State University; Ph.D., University of North Carolina, 1971.
WILLIAM S. RICHARDSON, III, B.A., Ph.D 1970
Assistant Professor of Chemistry
B.A., Huntingdon College; Ph,D., University of Alabama, 1971.
GRACE O. RODRIGUEZ, B.A., M.A 1967
Assistant Professor of Spanish
B.A., University of South Florida; M.A., Florida State University, 1967.
JANE W. SAVAGE, B.A., M.R.E., M.A.L.S 1970
Assistant Professor and Librarian
B.A., Centre College; M.R.E., Princeton Theological Seminary, 1955; M.A.L.S., Immaculate
Heart College, 1969.
*SALLIE WARTH SCHOEN, B.Mus.. M.Mus 1955
Associate Professor of Music
B.Mus., Oberlin Conservatory of Music; M.Mus., 1952, and 1961-1962, 1964, 1965, 1968, Indiana
University; Mozarteum, Salzburg, 1954.
VICTOR ROBERT SCHOEN, B.A., M.Mus 1955
Assistant Professor of Music
B.A., Miami University; M.Mus., 1952, and 1961-1962, 1963, 1964, 1965, 1967-1969, Indiana
University; Mozarteum, Salzburg, 1954; Columbia University, 1966.
MARGARET TURNER SHERER, B.F.A., M.S., Ed.D 1966
Associate Professor of Education
B.F.A;, Oklahoma City University; M.S., 1953, and Ed.D., 1967, University of Tennessee.
ARTHUR RANDOLPH SHIELDS, B.A., M.S., Ph.D 1962
Professor and Chairman of the Department of Biology
B.A., Maryville College; M.S., 1939, and Ph.D., 1962, University of Tennessee; U.S. Navy Medi- cal School, 1944-1945.
DANIEL BRITAIN STALLINGS, B.M.Ed., M.A 1967
Assistant Professor of Music
B.M.Ed., West Texas State College; M.A., ibid., 1958.
CLAUDE Y. STEWART, JR., B.S., B.D 1971
Instructor in Philosophy and Religion
B.S., Carson-Newman College; B.D., Harvard Divinity School, 1966, 1966-1971; Southern Cali- fornia School of Theology, 1970.
DONALD MEDFORD STINE, A.B., B.D., Th.D 1967
Professor and Chairnnan of the Department of Philosophy and fieJigion
A.B., Slate University of New York (Albany); B.D., Princeton Theological Seminary, 1956; Th.D.,
ibid., 1964.
ESTHER CORNELIUS STINE, B.A., M.A., Ph.D 1963
Professor of Philosophy and Religion
B.A., Maryville College; M.A., McCormick Theological Seminary, 1952; M.A., 1957, and Ph.D.,
1960, Northwestern University.
*On leave, fall term. 1972.
107
WILLIAM HERMAN SWENSON, B.A.. B.A.E., M.A.E 1962
/\ssistant Professor of Art
B.A., Maryville College; McCnrmick Theological Seminary, 1950-1952; B.A.E., 1956, M.A.E.,
1960 and 1969-1970, School of the Art Institute of Chicago; Castello Academy, Italy, 1963.
ALTON THEODORE TABEREAUX, B.S., Ph.D 1972
Assistant Professor of Chemistry
B.S., Florence State University; Ph.D., University of Alabama, 1971; University of Virginia,
1971-1972.
GARY THIBODEAU, B.S 1972
Supervisor of Intramurals
B.S., Central Connecticut State College; University of Tennessee, 1972-1973.
VIRGINIA TURRENTINE, B.A., M.A.L.S 1953
Assistant Professor and Cataloguer in Special Collections
B.A., University of Tennessee; M.A.L.S., George Peabody College for Teachers, 1953.
ARDA SUSAN WALKER, B.A., M.A., Ph.D 1948
Professor and Chairman of the Department of History
B.A., Maryville College; M.A., University of Tennessee, 1941; Ph.D., 1958, and 1959, Univer- sity of North Carolina; 1957-1958, Sorbonne.
JERRY EARL WATERS, B.A., M.A., Ph.D 1963
Professor and Chairman of the Department of Psychology
B.A., Maryville College; M.A., 1960, and Ph.D., 1964, University of Kentucky.
BETTY ANN WERNER, B.S., M.Ed 1972
Instructor in Health, Physical Education , B.S., University of Tulsa; M.Ed., University of Missouri, 1972.
MALCOLM M. WILLEY, B.A., M.A., Ph.D., L.H.D., LL.D 1968
Visiting Professor and Chairman of the Department of Sociology
B.A., Clark University; M.A., 1921, Ph.D., 1926, Columbia University; L.H.D., Clark University,
1945; LL.D., University of Maine, 1952.
DAVID PARIS YOUNG, B.A., Ph.D 1963
Associate Professor and Chairman of the Department of Chemistry
On the Aluminum Company of America Foundation
B.A., Park College; Ph.D., University of Kansas, 1963; Cornell University, 1970-1971.
Other Officers and Staff, 1973-1974
LYNN ANN BEST, B.A 1961
CircuJation and Reference Librarian B.A., Maryville College.
FRED LOUIS BLEVINS 1952
Chief CJerk in the Treasurer's Office
MATTHEW C. COUZENS, B.A 1972
Assistant Director of Admissions
B.A., Rutgers University; ibid.. 1970-1972.
DOROTHY NETHERY CRAWFORD, B.A 1961
Assistant Order Librarian B.A., Maryville College.
MARTHA LYNN M. CURETON, B.A 1972
Assistant in Communications B.A., Maryville College.
108
|EAN GRIFFITH DAVIES, B.A 1971
Head Resident. Women's Residence Hall I B.A., Alverno College
LELA RUDD DAVIS 1966
Staff Assistant in Women's Residence HalJs
BETTY JANE EGGERS 1957
Secretary in the Treasurer's Office
ANN PREWETT GAMBLE, B.A 1970
Assistant in Development Office B.A., Maryville College.
ELIZABETH THOMPSON GILLANDER 1966
Secretary and Assistant in Circulation. Library
THELMA HALL, R.N 1927
Nurse. Ralph Max Lamar Memorial Hospital
MELINDA ANN HARRIS, B.A 1972
Admissions Counselor B.A., Maryville College.
ALYNE NESBITT HARRISON: 1965
f-fead of McLain Memorial Hall
MARGARET PHYLLIS HENNEMUTH, B.A 1950-1970, 1973
Director of Campus Service Center [Post Office and Printing] B.A., Maryville College.
BILLIE SUE HOWARD 1969
Sf^cretory in the Treasurer's Office
[ANE HUDDLESTON, B.S 1954
Secretory to the Dean B.S., Maryville College.
ELDRIA OLIN HURST 1962
Chief of Security
MARY O. KEISTER 1971
Head Resident, Margaret Lloyd Hall
ROBERT NELSON KENNEDY, B.A 1971
.Admissions Counselor B.A., Maryville College.
PHYLLIS HODGES LINGINFELTER 1972
Office Secretary. Health. Physical Education, and Athletics
H. RICHARD MAHLER, III, B.A 1971
Associole in Communications B.A., Maryville College.
VICTORIA SAMBURG McCLELLAND, B.S 1972
Assistant to Dean of Men and Dean of Women
B.S., Montreal College; Presbyterian School of Christian Education, 1949-1950.
SANDRA LYNN McMAHAN, B.S. in Ed 1967
Assistant in Registrar's Office B.S. in Ed., Maryville College.
MARGARET C. MILLER I960
Assistant in Registrar's Office
109
SARAH CATHERINE MILLER, B.A 1972
Admissions Counselor B.A., Maryville College.
SHERON WHITE PREWITT 1972
Office Secretary, Fine Arts Center
ROBERT DAVID PROFFITT, B.A., M.D 1961
College Physician
B.A., Maryville College; M,D., University of Tennessee Medical School. 1955.
K. ALAN RHYNE 1967
Manager of Bookstore and Campus Center
PAMELA D. ROWETT, B.A 1971
Secretary-Heceptionist in the Administrative Office B.A., Maryville College.
DONALD L. SCOTT 1972
Head Resident, Men's Residence III
MARY MARGARET SCOTT 1972
Head Resident, Men's Residence HI
BARBARA TURPIN SEMPLE, B.A 1971
Head Resident. Carnegie Hall B.A., Maryville College.
BRUCE PAUL SEMPLE, B.A 1971
Head Resident, Carnegie Hall B.A., Maryville College.
SUSAN SMITH SPEAR, B.A 1970
Assistant in the Treasurer's Office B.A., Maryville College.
JOAN ELAINE STALLINGS 1969
Secretary to the Director of Admissions
SAUNDRA L. STEPHENS 1965
Technical Assistant in Cataloging, Library
RALPH SULLIVAN 1970
Supervisor of Buildings and Grounds
L. SUE VAN WINKLE 1970
Secretary in the Development Office
EVA MAE VINEYARD 1955
Cashier in the Treasurer's Office
MARGARET SUZANNA WARE 1934
Dietitian and Manager of the Dining Room
Graduate of Asheville Normal School; New York University, 1930.
MARY SLOAN WELSH, B.A., M.A 1935
Assistant for Student Aid
B,A., Maryville College; M.A., University of Tennessee, 1953.
ELIZABETH V. WELTON 1966
Secretary to the President
REBA A. WILSON 1970
Secretary to the Chaplain
110
Visiting Speakers and Artists, 1972-1973
HARRY B. PRICE, Associate Professor and Chairman, Department of Economics, Maryville College
WILLIAM R. EWALD, JR., Danforth Visiting Lecturer
DR. ROBERTS RUGH, Embryologist and Radiobiologist, Food and Drug Administration's Bu- reau of Radiological Health, Rockville, Maryland
K.S.A. RADHAKRISHNA, Secretary of the Gandhi Peace Foundation, New Delhi, India
SIDNEY CALLAHAN, syndicated columnist and author
PHILIP STEELE, Affiliate Artist at Maryville College
YOUTH CHOIR of First Baptist Church, Maryville
THE GOSPELITES from St. Paul AME Zion Church, Maryville
THE STORY OF ABRAHAM, by Richard Yardumian. world premiere
The Dallas Symphony, Anshel Brusilow, conductor Lili Chookasian, contralto Judith Raskin, soprano David Clatworthy, baritone
DR. E. FAY CAMPBELL, former chaplain at Maryville College
JOHN JACOB NILES, folk singer and composer
DAVID R. POWELL, Instructor, University of Tennessee
DANISH GYM TEAM
MARYVILLE-ALCOA CIVIC BALLET
DR. JOSEPH R. WASHINGTON, JR., Professor of Religious Studies and Chairman of Afro- American Studies, University of Virginia
THE REV. BEVERLY ASBURY, Chaplain, Vanderbilt University
PAULINE GORE, attorney, Washington, D.C.
CONGRESSMAN JOHN J. DUNCAN, Representative, Second District, Tennessee.
Alumni Citations
Each year at Commencement Maryville College recognizes alumni whose achievements in business, the professions, or government are outstanding. The following are holders of Alumni Citations.
1961
EARL WINSTON BLAZER, Class of 1930, Maryville, Tenn., business, civic, and church leader. JULIAN JOHNSON, M.D., Class of 1927, Philadelphia, Pa., nationally known thoracic surgeon.
1962
MARY KATE LEWIS DUSKIN, Class of 1920, Atlanta, Ga., leader in social work.
GEORGE C. KENT, JR., Ph.D., Class of 1 937, Louisiana State University professor and Chairman of the Department of Zoology.
DAN MAYS McGILL, Ph.D., Class of 1940, authority in insurance education and research and Professor of Life Insurance at the University of Pennsylvania.
RICHARD EDGAR STRAIN, M.D., Class of 1931, widely known neurosurgeon and Associate Clinical Professor of Neurosurgery at the University of Miami Medical School.
1963
WILSON McTEER, Ph.D., Class of 1925, Professor of Psychology at Wayne State University and leader in the development of the Michigan Psychological Association.
JOHN HURT FISHER, Ph.D., Class of 1940, Professor of English at New York University and Executive Secretary of the Modern Language Association.
GEORGE D. WEBSTER, Class of 1941, tax law expert and partner in the firm of Davies. Rich- berg, Tydings, Landa, and Duff in Washington, D.D.
1964
HERRICK R. ARNOLD, Class of 1923, research chemist for the DuPont Company and business and civic leader.
LLOYD H. LANGSTON, Ph.D., Class of 1913, Secretary-Treasurer of Standard and Poor's Corp- oration.
ROY A. TAYLOR, Class of 1931, member of Congress from the Twelfth District of North Caro- lina.
NATHALIA WRIGHT, Ph.D., Class of 1933, Professor of English at the University of Tennessee, Guggenheim Fellow, and author.
1965
PAUL H. FOX, Class of 1938, corporate Vice President of Reynolds Metals and President of Reynolds Aluminum Supply Co.
SUE WAY SPENCER, Class of 1928, Professor and Director of the School of Social Work of the University of Tennessee.
LELAND SHANOR, Ph.D., Class of 1935, Dean of the Division of Advanced Studies of Florida Institute for Continuing University Studies and Division Director for Undergraduate Educa- tion in Science for the National Science Foundation.
1966
MARY SUE CARSON GOING, Class of 1929, personnel management specialist with the U. S. Civil Service Commission, Washington, D. C.
JOHN ALBERT HYDEN, Ph.D., Class of 1914, Professor Emeritus of Mathematics at Vanderbilt University.
REBA MILLSAPS LOWRY, Class of 1928, Dean of Women, Pembroke State College, North Carolina.
CLIFFORD T. MORGAN, Ph.D., Class of 1936, Lecturer in Psychology, the University of Cali- fornia at Santa Barbara.
112
1967
RAYMOND FLOYD ANDERSON, Class of 1926, musician, teacher, director of the Birmingham- Southern College Choir.
ROBERT MELVIN ARNOLD, M.D., xl940, University of Southern California Postgraduate School of Medicine.
RUTH GAMBLE BOSWORTH, Class of 1923, poet, educator, civic leader, Norwich, Connecticut.
DAVID SAMUEL MARSTON, Class of 1929, manager of the Rohm and Haas Company corporate public relations, Philadelphia.
1968
ERNEST CHALMERS BROWN, xl913, College Engineer for 46 years.
GEORGE BRANDLE CALLAHAN, Class of 1920, internationally known obstetrician and gyne- cologist and active civic leader.
ROSE WILCOX PINNEO, Class of 1943, specialist in cardiac nursing andAssistant Professor of nursing at the University, of Rochester.
LELAND TATE WAGGONER, Class of 1938, Vice President for Sales of the Home Life Insurance Company of New York.
LAMAR WILSON, Class of 1921, outstanding contractor and architect and devoted churchman.
1969
LEE ROY HERNDON, Class of 1922, retired industrial chemist.
JAMES NICHOLAS PROFFITT. Class of 1938, physician and surgeon.
FRED MANGET SNELL, Class of 1942, Professor of Biophysical Sciences at the State Univer- sity of New York at Buffalo.
HILTON ADDISON WICK, Class of 1942, lawyer and President of Chittenden Trust Company of Burlington, Vermont.
1970
SAMUEL WILSON BLIZZARD, JR., Class of 1936, Professor of Christianity and Society, Chair- man of the Department of History, Princeton Theological Seminary.
JOE CALDWELL GAMBLE, Class of 1926, lawyer, former Chairman of the Board of Directors of Maryville College.
ELSIE MARIE KLINGMAN, Class of 1940, Assistant for Mission Operation in the Division of Church Strategy and Development, Board of National Missions, United Presbyterian Church in the U.S.A.
1971
CARL ALETTE. Class of 1943, Associate Professor of Music, University of South Alabama, composer.
PERCY WILSON BUCHANAN, Class of 1922, Director of Asian Affairs, Professorof Far Eastern History, University of Oklahoma, former missionary to Japan.
AGNES LEWIS, Class of 1923, member. Frontier Nursing Service National Board of Trustees.
1972
OTHEL PAUL ARMSTRONC, Class ol 19-4, irlir,
HDWARD HENRY HAMILTON. CIhss of 1926, ret
KENNETH PAUL I<11]D, CLiss of 19:i4, Professor Florid, I,
113
''I'ON VV(50D, Cla:
193H, phy:
Statistical Summary, 1971-1972
Classification by Classes
Fourlh Ye Third Yea
Second Year. First Year
Special and Part Total niimbc
i me Students 93
"'students '.Z'ZZZZZZZZZZ 884
Classification bv Slates and Countries
Alabama IB
Alaska ]
Arizona 1
Arkansas 1
California 4
Connecticut ,5
Delaware 14
District of Columbia 1
Florida 85
Georgia 28
Hawaii 1
Illinois 21
Indiana 13
Iowa 3
Kentucky 20
Louisiana 2
Maryland 23
Massachusetts 7
Michigan 6
Mississippi 3
Missouri 5
New Hampshire 3
New Jersey i?q
New Mexico ]
New York \\[[ 33
North Carolina iq
Ohio 65
Oklahoma j
Pennsylvania 81
South Carolina 10
Tennessee 224
Texas 3
Virginia 31
V^est Virginia 3
Canada ]
Germany 1
Guyana 1
India '.Z'ZZ''Z. 4
lapnn 3
Korea j
Nigeria 9
Panama j
Spain ]
'I'hailand g
Pakistan 1
Number of Student
and Countries 45
114
DEGREES CONFERRED 1972
At Commencement, May 29, 1972
Bachelor of Art
Carol Ann Abel Sherry EUena Allman James Bruce Andrew Nancy Louise Appleton Suzanne |oy Baileyt Faith Parre'tt Bairdt Alvin Clay Baker Barbara |o Baker Charles Kent Ballt Ramona Ellen Barnard [ean Fleming Bell** Albert King Bennett Rosalind Kay Bennett** Ondis Nathaniel Bible )ohn Edward Bleazey** Patricia Henry Bleazey Charles Richard Bond George Frederick Boronow Nena Margaret Bowen Richard Paul Boyle Debra Jan Branch Joan Marie Brocket!** Harry Ward Brooks, Jr. Larry Eugene Brown Edward Cirady Bush** Myrna Tener Bush James Lyle Buxton Patricia Gail Cardin Charles Mendl Gary Linda Lee Clowes** William Glabough Cochran Thomas David Coet Carolyn Ethel Coles Terry Lee Collins Phyllis Elizabeth Conrad Jalia Bird Cooper Jeffery Scott Corcoran** Gary Cox Sally Ann Craig Jeanne Rosilind Dawe Emily Dowdyt Leslie Jean Drake Robert Purdy Eickelberg Freda Willocks England Jean Marie Fiedler Deborah Jane Forgey* Warren John Gaughan
Anita Ellen Gerrat Pamela Spoonamore Gordon Laurie Guild Green** Judith Siver Greer Floralyn Eva Gregory David Henry Greve Paul Eugene Grice Jeffrey Wilson Grubbs Arthur Henry Hafner III** Pamela Reed Haggerty Mary Burton Harris Melinda Ann Harris Glen Franklin Harvey** Thomas Lawrence Ickes Frederick Stewart Jensen Helene Anto Jo* Christine Ann Johnson Elizabeth Earl Kell** Nancy Allen Kennedy Selda Marie Kerley Eiko P. Kikawadat Jean Stewart King David Lee Koopman* Jenniter Hill Kozel Nancy Cole Lantz Lucy Ireland Lybrand Mary Sherwood McCord** Anne Yoder McDonald Dana Hope McKinstry Mary Elizabeth McLeod Margo Sidney Scott Maguire Kent Garvin Marshall Larry Alan Martinf Mark Taylor Mertz Suzanne Louise Mignery Helen Christine Miller Ralph Edward Miller Sarah Catherine Millert Julie Marie Mobley Gary Robert Moore Ann Proffitt Mullican Caroline Munnt Kenneth Ray Murrf Phyllis Marie Neal Richard Dean Niewoehner Samuel Michael Parks Michael Leon Pearson
*(;rciduatf;d December 17. 1971 **C,ro(lu(iled summi.T 1972
tCum loud.- ttMngno cum luitdi:
Kathleen Elizabeth Peterson ludith Ann Pike Thomas Smith Piper Ola Pittman** William Jay Postlerft Susan Lois Potter John Frederic Povvellt Elizabeth Ann Pride Mary Gray Prol'fitt Helen Lucille Purnell** Howard Edward Pusey. Jr. Nancy Leone Rankintt Mary Carol Robertsont Douglas DeVault Roseboroush Jane Gilbert Roseboroush Cynthia Nelson Rupp Edgar Firestone Rupp David Gerow Russell Linda Carol St. Clair* Amy Elizabeth Saveryt Nancy Marie Savitski Bradley Barry Scheafnocker Kathryn Beth Schiebertt George Charles Schnitzer, |r.**
Linna Sue Schotter** Charles Joseph Schwartz, Jr.t Maureen Stern Sierat Richard Barry Snyder Manton Shepard Spear Deborah Sue Stearns*tt Larry Franklin Stephens Alan John Stevens Julia McClure Sthreshley Deborah Gerlach Stiles Mark William Stoub Eileen Kay Suzo Jeannye Ruddock Taylor John Graham Taylor Elizabeth Thacher Urquhart David Robert Vial Martha jane Walcutt Vonnie Reece Walker John Davis Weeks** Janet Louise Welton James Leon Westbrook** Carol Bailey Weston**t Richard Holt Wilsont Charles David Wortman
Bachelor of Music
Linda Kathleen Rowet Doclor of nivinily
M. Scott McClure Doctor of Humane Letters
Viola Light foot Doclor of Literature
Wilma Dykeman Stokely
At Community Lssues and Values Convocation, September 13, 1972 Doctor of Sacred Music Richard Yardumian
'Graduated Decembe **Graduated summer
tCum laude ttMagno cum laude
116
Board of Directors
Class of 1973
HARRY WARD BROOKS. |R., B.A Nashville
EDWARD BRUBAKER. D.D Wichita, Kans.
JOSEPH [. COPELAND. D.D.. LL.D Maryvilie
JOE C. GAMBLE, B.A,. LL.B., LL.D Maryvilie
GEORGE DONALD HICKMAN, B.A Fort Bragg. N.C.
R, ARNOLD KRAMER, B.A.. |.D Knoxville
JACK McSPADDEN, ESQ Birmingham, Ala.
JOHN C. PAGE. JR., D.D Knoxville
E. A. SHELLEY, B.A Knoxville
HERMAN E. SPIVEY. Ph.D., Litt.D., Vict! Choirmnn Gainesville, Fla.
ALGIE SUTTON. B.A Birmingham, Ala.
Class of 1974
CATHERINE STOUT BEALS, B.A.. As.si.skinf Recorder Knoxville
EDWIN JONES BEST, B.A.. Recorder Maryvilie
MARGARET M. FLORY. M.A New York. N.Y.
H. GORDON HAROLD. Ph.D.. D.D Maryvilie
ROBERT JAMES LAMONT. D.D Pittsburgh, Pa.
JOHN M AGILE, D.D Lakewood, O.
DAN MAYS McGILL, Ph.D Bala Cynwyd, Pa.
SAMUEL M. NABRIT, Ph.D Atlanta, Ga.
HILTON A. SMITH. Ph.D Knoxville
LELAND TATE WAGGONER. M.A Short Hills, N.J.
EDWIN C. WILLIAMS, ESQ Weirsdale, Fla.
Class of 1975
MILDRED E. DOYLE. M.S.. LL.D Knoxville
JOHN FISHER. Ph.D Knoxville
BLANCH L. GIBBS Marion, Mass.
W. GLEN HARRIS, Ph.D Birmingham, Mich.
JULIAN JOHNSON. M.D Philadelphia, Pa.
ERNEST KOELLA, JR., B.S Rockford
DOIKiLAS LANGSTON. M.B.A Hopewell, N.J.
NEIL McDADE, ESQ Chattanooga
JOHN W. PROFFITT. B.S Maryvilie
JAMES N. PROFFITT. M.D., Chairman Maryvilie
WILLIAM G. WALKER. Ph.D Owensboro. Ky.
GEORGE D. WEBSTER. LL.B Washington. D.C.
Honorary Directors
CLlFFCJRD EDWARD BARBCJUR. Ph.D., D.D Maryvilie
DAISY A. DOUGLAS. B.A.. LL.D Weirsdale. Fla.
CLEMMIE JANE HENRY, LL.D Maryvilie
ALBERT DUBOIS HUDDLESTON. ESQ Ormand Beach, Fla
MILDRED J. LANGSTON. M.A Rumson, N.J
JAMES HAYDEN LASTER. D.D Mary villi
C;LEN ALFRED LLOYD. J.D.. LL.D Chicago, 111
RALPH WALDO LLOYD, D.D.. LL.D.. Litt.D Bradenlon, Fla
JOHN NEVIUS LUKENS, D.D Birmingham, Ala
NELLIE PEARL McCAMPBELL, B.A Knoxville
DAVID WILSON PROFFITT, LL.D Maryvill
HERMAN LEE TURNER. D.D.. LL.D Atlanta, d
117
Purpose and Objectives
Aware that twentieth century man is threatened by forces leading to the alienation of persons and the fragmentation of life, Maryville College seeks to be a community built upon a single commitment and dedicated to a single purpose. The commitment is to the Christian faith. The purpose is the pursuit of truth in concept and in life. The College recognizes no necessary dichotomy between the intellectual and the religious or between knowledge and values. Man's creation of order out of chaos, his weaving of the fragments of his experience into a meaningful pattern, must call into play reason, experience, and faith— both empiricism and revelation. Although the pursuit of knowing and doing the truth is a single pursuit, the paths leading to it are numerous. An education that truly liberates involves full and free exploration.
All learning begins with assumptions, it is only when they are made clear that one can ask the intelligent questions that lead to discovery. At Maryville College the basic assump- tions are that God is the ultimate source of truth, that His highest revelation is through Christ, and that the relationship to God of love and obedience through Jesus Christ is the basis of true life.
Once the student has the security of knowing what the assumptions are, he is free to ask questions, to doubt, and to evaluate as he searches for his own answers and attempts to establish his own identity and his own assumptions. He is led by a faculty dedicated to the pursuit of knowing and doing the truth, sensitive to the Christian commitment, and con- cerned primarily with teaching. He is aided by a curriculum that provides a common core to insure breadth, perspective, and the discovery of interrelationships, an opportunity for specialization in one discipline to lay the foundation for a vocation or graduate school, and a direction toward independent study that will prepare him to continue his education through- out life. The curriculum is designed to equip him to think and act with independence, imag- ination, and sound critical judgment, and to communicate effectively.
In the conviction that the most stimulating environment for learning is a vital commu- nity. Maryville seeks to establish a community in which students and faculty, of varying backgrounds, abilities, talents, and interests, can unite in a common purpose and freely discuss their differences, recognizing that when differences and tensions no longer exist, man ceases to grow. It seeks to establish a community in which all activities — intellectual, religious, social, cultural, physical — are coordinated so as to prevent distracting fragmenta- tion. It seeks to establish a community in which each member may grow in integrity, ever striving to understand and make a unified pattern of his experiences, but learning to contem- plate, with reverence, the mysteries of the universe. The total college experience is designed to prepare the student for effective participation and leadership in the larger community of mankind.
Although the ideal set forth here may be beyond man's grasp, the Maryville students and faculty are united in the belief that they can do no less than work toward it, making the pur- suit of truth a dynamic process involving continued redefinition of goals, reorganization of curriculum and community life, and reevaluation of teaching and learning methods.
118
Calendar for 1973-1974 1973
SuiiiDicr Term luly 11-29 Session I [uly 2-20 Session II July 23-August 10 Session III
Fall Term September 4-6 Workshops for Faculty and Ail-College Council September 7 New Students report
9:00 a.m. — Residence halls open - new students only 12:00 noon — Buffet luncheon for new students and parents 2:00 p.m. — Assembly for new students and parents, followed by reception in Chapel courtyard September 8 Testing and orientation of new students September 9 Residence halls open for returning students September 10-11 Registration for freshmen and returning students September 12 8:00 a.m. — Classes begin September 13 8:00 p.m. — Opening academic convocation September 14 8:00 p.m.— Faculty Reception for all students
October 5-7 Homecoming Weekend October 23-24 Comprehensive examinations for graduating seniors
October 27 Parents' Day November 11 "Messiah" November 20 Classes end
IntiTim Term November 26 Classes l)egin December 14 Classes end
1974
Winter Term January 2 1:30 p.m. — Residence halls open January 3 Registration January 4 8:00 a.m. — Classes begin February 6-10 February Meetings March 14 Classes end
Si>nn<2. 7'cr/ii March 24 1:30 p.m. — Residence halls open March 25 Registration March 26 8:00 a.m.— Classes begin April 14 Easter Sunrise Service April 18-19 Comprehensive examinations for graduating seniors and English profi ciency test for sophomores May 31 Classes end June I Alumni Day
3:00 p.m. — President's Reception for graduates and their families June 2 8:00 p.m.— Baccalaureate June 3 10:30 a.m. — 155th Year Commencement June 4 3:00 p.m.— Residence halls officially close
Summer Term Full Term. 1974-1975
June 10-28 Session 1 September 13 New Students Report
July 1-19 Session II ily 22-August 9 Session III
119
Request Form
If you wish to receive an Application for Admission, or to secure addi- tional information regarding financial assistance, complete the following and mail to:
Director of Admissions and Student Aid Maryville College Maryville, Tennessee 37801 Telephone: 615/982-7191
Name Telephone No.
Address,
Street
City State Zip Code High School Name and Address
Date graduated (or will graduate ) from high school.
When do you expect to enter Maryville College?.
Check below the items you wish to have forwarded to you:
□ Application
□ Catalog
□ Other-please specify:
120
INDEX
|
37 |
Accreditation and Relationship |
|
101 |
Administration and Staff |
|
39 |
Admissions |
|
40 |
Application |
|
40 |
Entrance Requirements |
|
119 |
Request Form |
|
40 |
Advanced Placement |
|
17 |
Affiliate Artists |
|
110 |
Alumni Citations |
|
14 |
All-College Council |
|
58 |
Areas of Specialization |
|
18 |
Athletics |
|
82 |
Intercollegiate |
|
81 |
Intramural |
|
61 |
Attendance |
|
43 |
Auditors |
|
116 |
Board of Directors |
|
118 |
Calendar |
|
18 |
Campus Activities and Organizations |
|
41/ |
Campus Visits |
|
40 |
' College-Level Examination Program |
|
14 |
Community Government |
|
58 |
Community Issues and Values |
|
49 |
' Community Standards |
|
60 |
' Comprehensive Examinations |
|
46 |
' Counseling Service |
|
56 |
' Course Load |
|
65 |
' Courses of Instruction |
|
67 / Art |
|
|
68 |
' Biology |
|
69 |
Chemistry |
|
71 |
Economics |
|
72 |
Education |
|
75 |
' English |
|
76 |
/ Foreign Languages |
|
76 |
French |
|
77 |
' German |
|
77 |
Greek |
|
77 |
Spanish |
|
78 |
/ Geography |
|
78 |
/ Health and Physical Education |
|
82 |
' History |
|
66 |
, Interdisciplinary Courses |
|
66 |
/ Interim Courses |
|
83 |
/ Mathematics and Physics |
|
85 |
/ Medical Technology |
|
86 |
/ Music |
|
93 |
/ Philosophy and Religion |
|
95 |
' Political Science |
63 114
59 / 63 /
60 /
41 / 110 /
Psychology
Sociology
Speech and Theatre Cultural Opportunities Curriculum Dean's List
Degrees Conferred. 1972 English Proficiency Examination Environmental Education Center Facilities Faculty Fees
Financial Aid Grades and Standing Graduation Honors Graduation Requirements History of the College Honors Program Honor Societies Independent Study Interdisciplinary Courses Interim Courses Individualized Major Junior Year Abroad Living Arrangements Majors Medical Care
Mid-Appalachian College Council Off-Campus Experiences Organizations, Student Pre-Professional Preparation Publications, Student Purpose and Objectives Registration Religious Life Schedule Planning Scholarship and Grants Special Students Sports and Recreation Statistical Summary Student Help Program Summer Term Transcripts of Credit Transfer Students Tuition Deposit Veterans
Visiting Speakers and Artists Washington Semester
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